Raum
Brieffach
Adresse
Köln
Sprechstunde
Academic Background:
• 2018–2025 | PhD in Music Education, Hochschule für Musik Saar
Dissertation topic: Learning and Teaching Processes in the Acquisition of Style-Bound Improvisation, with Particular Consideration of Iranian Music
• 2013–2016 | Master’s Degree in Iranian Music, University of Tehran, College of Fine Arts
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Academic Positions and Research Activities:
- Winter Semester 2026/27 | Lecturer, University of Cologne
- Course: “Freedom through Structure: Integrative Improvisation Pedagogy in Elementary and Inclusive Music Education”
- Winter Semester 2026/27 | Lecturer, Hochschule für Musik Saar
- Course: “Theory and Practice of Traditional Iranian Music”
- 2024 | Lecturer / Workshop Facilitator, Hochschule für Musik und Tanz Köln (HfMT Köln)
- Workshop: “Improvisation Concepts for Group Music-Making Based on Classical Iranian Music” (Chamber Music Hall, HfMT Köln)
- 2023–2024 | Research Associate, University Mozarteum Salzburg
- Department Innsbruck
- Institute of Music Education, under the direction of Univ.-Prof.in Mag.a Dr.in Julia Wieneke
- Focus: Co-teaching research, literature review on intersubjectivity, project and teaching planning
- 2023 | Lecturer / Interdisciplinary Seminar Leader, Hochschule für Musik Freiburg
- Interdisciplinary block seminar: “Exploring and Teaching Global Musical Practices: Improvisation in Classical Iranian Music”
- In close cooperation with the following departments: Elementary Music Education (EMP, Prof. Camille Savage-Kroll), Instrumental and Vocal Pedagogy (IGP, Prof. Dr. Wolfgang Lessing), and Music Teacher Education (Prof. Dr. Thade Buchborn)
- 2022 | Lecturer, University of Cologne
- Course: “Introduction to Developing New Forms of Improvisation Practice Based on Iranian Classical Music”
- 2019 | Lecturer / Workshop Facilitator, Hochschule für Musik Saar
- Workshop: “Traditional and New Iranian Music”
- Since 2018 | Academic Advisor, Hochschule für Musik Saar
- Advising on music-ethnological and Persian cultural-context issues within the didactic development project “Werkstatt Musikgeschichte” (Project Director: Prof. Dr. Matthias Handschick)
Publications
Peer-reviewed: Published or accepted
• Tavousi, D. (2026). Integrative approaches in improvisation education: A qualitative study of emotional, social, and reflective learning processes with a focus on Iranian music. Visions of Research in Music Education, 48, 129-159.
• Tavousi, D. (2026). Self-identified learning needs in style-bound musical improvisation: a qualitative, category-guided analysis for fostering self-directed action. Music Education Research, 1–22.
https://doi.org/10.1080/14613808.2026.2621145
• Tavousi, D. (2026). The constitutive role of the recipient in improvisational co-creation processes: A theoretical exploration from phenomenological and ontological perspectives. Action, Criticism, and Theory for Music Education, 25(4), 92–114. https://doi.org/10.22176/act25.4.92
• Tavousi, D. (Angenommen). Affective Self-Understanding and Self-Perception in Style-Bound Musical Improvisation, Music Performance Research.
• Tavousi, D. (2023). Regel und Improvisation. In Abendprogramm: Persien II Māhbānoo Ensemble (S. 4). Berliner Festspiele.
• Tavousi, D. (2021). »Explizite und implizite Regeln der modalen Solo-Improvisation in iranischer Musik. Eine vergleichende Analyse« [Explicit and Implicit Rules for Modal Solo Improvisation in Iranian Music: A Comparative Analysis], Zeitschrift der Gesellschaft für Musiktheorie 18/1, 101–126.
https://doi.org/10.31751/1107
Submitted peer-reviewed manuscripts
• Tavousi, D. Emotional Insecurities in the Learning Process of Musical Improvisation. Research & Issues in Music Education (RIME).
• Tavousi, D. From Exiting the Comfort Zone to Confronting and Overcoming Fears: A Qualitative Study on the Process of Emotional Self-Perception in Improvisational Music Education. Australian Journal of Music Education (AJME).
• Tavousi, D. Didactic Progression in Style-Based Improvisation: An Empirical Study on the Effects of Teaching Structure on Learning Processes – With Special Focus on Iranian Music Improvisation. Visions of Research in Music Education.
• Tavousi, D. Embodied Resonant Pedagogy: Nonverbal and Intuitive Mediation as an Implicit Approach to Teaching and Learning Improvisation, Music Education Research.
• Tavousi, D. (Angenommen). Freedom through Structure: A Qualitative Study on the Didactic Design of Style-Based Improvisation Lessons, Research Studies in Music Education, 48.