Dr. Eeva Siljamäki

Eeva Siljamäki (DMus) is a postdoctoral researcher and developer at the University of the Arts Helsinki, Finland. She is currently working in an international Erasmus+ funded Artwork project, which aims to expand the field of work for artists and raise increased awareness of the use of artistic methods for strengthening education and social initiatives. She is also an active musician and improviser, as well as provider of creative expertise and services for organisations and other sectors through her company Artsmend

Siljamäki combines her practical experience as an artist and pedagogue with research on improvisation, learning and wellbeing. She has an established career as a vocalist, improviser, choral conductor, and pedagogue. She approaches facilitation as an enabler of learning and sees difference in people as a strength and starting point. With empathetic and adapted methods and content she can suit the needs of each group, or each individual.

In addition to her publications in international scholarly journals (e.g. Research Studies in Music Education), Siljamäki has performed on multiple recordings and published several songbooks of choral arrangements.


Siljamäki holds a PhD in music education from the University of the Arts Helsinki, Finland (2021) and a masters degree from the Sibelius Academy (2003). She is also a Master of Cultural and Media Entrepreneurship (2021).

​Contact: eevasilja (@) gmail.com

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Improvisation is increasingly valued in music educational contexts and beyond, however it has not yet gained an established position in music education research and practice. This dissertation addresses the need to recognize the wide variety of affordances that improvisation can offer music education. By utilizing a socio-ecological research framework, this dissertation aims to contribute to the theorizing of improvisation as a social practice and pedagogical approach, as well as to unwrap how improvisation can contribute to the quality of human life on multiple levels.


The socio-ecological perspective allows us to explore improvisation as social action with the goal of understanding the complex and transformational processes by which learning occurs and musical agency and identity are constructed in relation to the social environment. By untangling these social aspects, as well as addressing the significance of the quality of social interaction, this work points out that there is a need to recognize the conditions that either support or hinder the social participation and diversity of learners, and furthermore their wellbeing and equality.

This is an article-based dissertation with an instrumental multi-case study design, and aims to identify the plural and holistic affordances that improvisation can offer to music education. The three sub-studies provide insight into and diverse perspectives on exploring the phenomenon of improvisation: 1) a collective case study contextualizing the research literature in music education; 2) an empirical case of an arts intervention choir; and 3) an empirical case of an improvisation choir. In both adult choirs, the researcher was positioned as an insider and the quality of the social interaction and the pedagogical atmosphere were supported by applying a mindset stemming from applied improvisational theatre.


Interviews, observations, and researcher diaries were analyzed as empirical material in the choir cases. The findings from the sub-studies were interpreted within a socio-ecological framework, drawing on Tia DeNora’s sociological and social psychology perspective on the interrelation of wellbeing and music, as well as anthropologist Christopher Small’s conceptualization of musicking as a social and relational process. 

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The first sub-study explores approaches to improvisation and maps visions of improvisation pedagogy in music education scholarly research by visualizing the multitude of possible approaches and pedagogical practices associated with the practice.


The study highlights the need to develop opportunities for learners to engage in a variety of approaches to improvisation, and also conceptualizes the values, tensions, and beliefs underpinning the teaching of improvisation that can induce tensions and conflicts.

The second sub-study, also the first choir case, explores university students’ narrations of their experiences of an arts intervention choir project and of social anxiety in university contexts and beyond.

The findings show that the experimental project combining choral singing and improvisation with health care expertise from the Finnish Students Health Services offered the participants a safe environment and social space for developing interaction skills and coping with social anxiety. The case highlights the significance of the quality of social interaction in education, and of recognizing each student as an individual with specific needs in learning.

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The third sub-study, and second choir case, examines the affordances of the collaborative, vocal, and bodily improvising practices of a free improvisation choir for adults with mixed skills. The improvised musicking afforded the participants resources for constructing both their social and musical agency, as well as the opportunity to explore playful collaborative musical learning and thereby their deeper wellbeing.


The case thus exemplifies how, when meeting the conditions of a safe learning environment, free improvisation can enhance equal participation in music regardless of one’s prior cultivation of musical skills and knowledge – and thus, overall equity. 

This dissertation advocates that more emphasis could be placed on the reciprocal co-construction of musical learning environments that, firstly, support an experience of safety, participation, and exploring capabilities when encountering the inherent uncertainty of improvisation; and, secondly, that provide each learner with the opportunity and capacity to perceive their potential avenues of conduct as social, creative, and improvisational agents of their own future wellbeing and learning within their social ecology.


By extending the understanding of improvisation from being regarded solely as a musical practice to being fully perceived as a social practice and pedagogical approach, we will be able to support the constructing of learning environments with more emphasis on individual and emotional development through holistic (embodied), reciprocal, playful, and free (welcoming all kinds of sounds) expression, and the acknowledgement of individual affordances of music and music making for each learner, as well as the true meaning of equity

Read the whole dissertation here


Siljamäki, E. (2021). Plural possibilities of improvisation in music education: An ecological perspective on choral improvisation and wellbeing. Lectio praecursoria. Finnish Journal of Music Education, 24(2), 152-157.


Siljamäki, E. (2021). Improvising for social resilience - Developing Artsmend service  model. Masters thesis, Cultural and Media Entrepreneurship, Turku University of Applied Sciences. https://urn.fi/URN:NBN:fi:amk-2021110519323

Siljamäki, E. (2021). Plural possibilities of improvisation in music education: an ecological perspective on choral improvisation and wellbeing. Doctoral dissertation, University of the Arts Helsinki, Finland. Studia musica 86. http://urn.fi/URN:ISBN:978-952-329-241-3

Siljamäki, E. (2021). Improvisation in music education - perspectives for the future. [Improvisaatio musiikkikasvatuksessa - katsaus tutkimukseen ja tulevaisuuteen]. Finnish Journal of Music Education, 24(1), 90-99.

Siljamäki, E. (2021). Free improvisation in choral settings: An ecological perspective. Research Studies in Music Education. https://doi.org/10.1177/1321103X20985314

Siljamäki, E., & Kanellopoulos, P. A. (2020). Mapping visions of improvisation pedagogy in music education research. Research Studies in Music Education, 42(1), 113–139. https://doi.org/10.1177/1321103X19843003 

Jansson, S.-M., Westerlund, H. & Siljamäki, E. (2016). Taide sosiaalisena oppimismuotona – opiskelijoiden kokemuksia jännittämisestä [Social learning in the arts - students experiences of social anxiety]. Aikuiskasvatus 36(1), 37-49. https://journal.fi/aikuiskasvatus/article/view/88473/47650 

Backer Johnsen, H., Capponi-Savolainen, A., Choi, S., Fornhammar, L., Jääskeläinen, T., Kallio, A., Kamensky, H., Keskinen, K., Kivijärvi, S., Koivisto, T-A., Lamminmäki, N., Lehtinen-Schnabel, J., Mesiä, S., Miettinen, L., Siljamäki, E., Snellman, A., Thomson, K., Timonen, V., Treacy, D., Tuovinen, T. & Vallenius, L. (2020). Collaboratively Navigating Liminality in Music Education Doctoral Studies. In T. Laes & L. Hautsalo (Eds.) Remarks on a Visionary’s Journey: An Anthology Celebrating Heidi Westerlund, 194-220. Sibelius Academy Publications 18. Helsinki: Hansaprint.

Siljamäki, E. (2013). Suomen improvisaatiokuoro: Teatteri-improvisaatio yhteistoiminnallisen musiikin luomisen menetelmänä kuorossa. Musiikin suunta 35(2), 35-45. https://www.academia.edu/4354968/Musiikin_suunta_2_2013_Teatteri_improvisaatio_yhteistoiminnallisen_musiikin_luomisen_menetelmana_Suomen_improvisaatiokuorossa 

Siljamäki, E. & Koskela, M. (2013). Voimaantumista, vuorovaikutusta ja marginaalien ääniä – neljäs kansainvälinen musiikkikasvatuksen narratiivisen tutkimuksen konferenssi Helsingissä. Musiikkikasvatus, 15(2), 95-97.


Live recording of a composition combining composed and improvised music by Siljamäki

@ premiere January 31st 2020 

performed by Haloa choir and orchestra, conductor Kaapo Ijas

Live recording of Siljamäki presenting the study on an arts intervention with students living with social anxiety

@ Arts Equal research days 2.5.2016