Advocating for improvisational pedagogy in the arts, this article argues for the incalculable benefits of a teaching style that refuses to adhere strictly to orchestration planned in advance; it propounds a pedagogical practice that welcomes cadenzas and that situates itself in the here-and-now of classrooms taken as sites of adventure, discovery, and surprise. The article offers several examples of students' creativity and originality when exposed to such improvisational teaching. (Contains 1 note.)