Language Beyond Words: Jazz Improvisation as An Alternative Mode of Communication in Education

This paper introduces music performance as an innovative form of communication that extends beyond verbal and textual language, positioning it as a valuable pedagogical tool in education. While conventional teaching methods often prioritise spoken and written expression, music offers a non-verbal system of semiosis through rhythm, phrasing and dynamics. By drawing parallels between musical and linguistic structures, this paper proposes music as language, embodied in a framework for enhancing creativity, empathy and intercultural understanding. The key innovation lies in reframing performance as a communicative practice that develops learner sensitivity to nuance and their capacity for non-verbal literacy. This approach highlights how improvisation and interactive choices in piano and jazz guitar performance are presented as models for reflective and adaptive learning. The contribution to education is twofold: First, it broadens the concept of language to include artistic and embodied forms; second, it offers educators a strategy for cultivating more inclusive or culturally responsive classrooms. By positioning performance as “language beyond words”, the paper underscores its potential to transform communication, enrich interdisciplinary learning and advance education innovation in globalised learning environments.

performative pedagogy, non-verbal literacy, music as communication

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