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The third level, the product-oriented improvisation, is acquired when “the student’s improvisations begin to show such characteristics as the use of a consistent tonality or meter, the use of a steady beat, the use of phrases, or references to other musical pieces or stylistic traits” (Kratus, 1996, p. 33). At this level the teacher’s role is to provide students with different constraints on their improvisation, such as to give as certain rhythm patterns or set of chord changes to improvise on.