The Flipped Classroom as a Pedagogical Strategy for Piano Improvisational Accompaniment

Abstract

In recent years, as China's educational reform has progressively deepened, numerous innovative teaching models have emerged. Among these, the flipped classroom pedagogical approach has attracted increasing scholarly and professional attention. Concurrently, the development of piano improvisational accompaniment instruction within higher education institutions has also advanced considerably. This area of study not only cultivates the fundamental ability of music majors to align melodies with harmonies but also provides essential career preparation for students. Those pursuing this specialization acquire foundational knowledge, theoretical understanding, and practical skills in improvisational accompaniment, receive systematic training in harmonic theory and piano practice, and gradually develop proficiency in piano improvisational accompaniment performance. Furthermore, they cultivate the pedagogical competencies necessary for music educators, with the overarching goal of preparing applied talents capable of excelling in both music performance and music teaching. This article provides a concise introduction to the educational functions, practical foundations, and specific application strategies of piano improvisational accompaniment theory within contemporary teaching models. It aims to offer necessary theoretical support for further research on piano improvisational accompaniment courses in higher education institutions.