In this article, we describe the characteristics of repertoires in music teaching and discuss how these repertoires are related to pedagogical improvisation. The empirical background for the article is classroom observations and interviews with two experienced music teachers. Video-taped examples of teacher repertoires and improvisational teaching practices are included in the article, where we argue that repertoires should be viewed as emerging practices. They can be identified and categorised as ‘techniques’ and ‘teaching acts’ performed by the teachers in constant interplay with the pupils within the context of overall learning activities in the music classroom.
