Improvisation In the Elementary General Music Classroom...Improvisation in a large group (and this...
Transcript of Improvisation In the Elementary General Music Classroom...Improvisation in a large group (and this...
ImprovisationIntheElementaryGeneralMusicClassroom
MarylandMEA2018
RogerSamsDirectorofPublicationsandMusicEducationSpecialist
MusicIsElementarywww.MusicIsElementary.comroger@musiciselementary.com
RainontheGreenGrassfromPurposefulPathways,Book1
UsedwithPermission
PATHWAYTOSINGING:Vocalexploration• “Whatbringsintherain?”Thewind!• Studentsexplorefindingtheheadvoicebyfollowingthewindpathwayon
ooooo.
• Roteteachingofsongandtextthroughechoimitation.PATHWAYTOLITERACY:Discovering $
• Studentspatthesteadybeatwhilesingingthesong.Pointtoiconsastheysing.
• Usequestioningtosupportthechildrenindiscoveringthatwhenthe
umbrellaappearsthereisonesoundonthebeatandwhentheraindropsappeartherearetwosoundsonthebeat.
• “Whathappenswhenthesunappears?”Nosoundatall!• Labelthebeatwithnosoundasarest-- $
PATHWAYTOLITERACY:Decodingsoandmi
• Studentsdeterminewhenthemelodymovestomiandmovetheiconsdownonespace.(Alloftheiconbegininthesospace.)
• Converttheiconsonthestafftorhythmicnotation.• Studentssinginrhythmsyllables.• Studentssingusingsolfaandhandsigns.• Studentssingwithtext.
PATHWAYTOENSEMBLE:Steadybeatchordbordunwithcolorpartsbywordcue
• Studentspatthesteadybeatandsingsong.TransfertochordbordunonBX/BM.• Clapontherests.Studentsdeterminethepatternandjoinin.Transferto
triangle.• Prepareguiropartbyscrapingarmwithfingeroncuewords,“greengrass”and
“roof-top,”thentransfertoguiro.• Putallpartstogetherwithsong.
PATHWAYTORHYTHMICIMPROVISATION:4-beatpatternsusing 4 h $
• Speechfollowedbyfourbeatsofrest(2X).• Fillintherestswithfour 4 (clapping). • Fillintherestswith h • Modelimprovisationusing 4 , h , $ • Studentsimprovise.• Smallgroupsofstudentstransferimprovisationtotriangles.• PuttogetherwithsonginABAform.• ADVANCEDCHALLEGE:Transferthespeakingparttofingercymbals.
PATHWAYtoFORM:Creatinganintroductionsoundscape
• Considerreadingthefollowingpoem,byRogerSams,abouttherainwithsoundeffectschosenbystudents,thenbringintheBXandbegintheorchestrationforthesongafterthesteadybeatisestablished.
Rainisfallingdown. Suchapeacefulsound. Oh,sogently,rainisfalling Allaround. Rainisfallingdown. Thunderstormsabound! Lightningcrashing,stormcloudsthrashing, Whatasound! Rainisfallingdown. Suchapeacefulsound. Oh,sogently,rainisfalling Allaround.
PATHWAYTOCREATIVEMOVEMENT:Suddenandsustainedmovementsaccompaniedbypercussionsoundscape.
MovementExploration
• Studentsbegininoneplace,exploringthewayraindropsfall(sustainedmovement):
• Slowlyonthewind,straightdown,swirling,twirling.(Listmorewithclass.)
• Explorethevariousrainmovementideasinself-space.• Studentsimaginetheyareraindrops,andchosea“spot”somewhereelse
intheroomwheretheywillland.Cantheytraveltothatplace(locomotormovement)inawayfromthepreviouslist?Exploreseveralways.
• Chosetheirfavorite,andtraveltotheir“spot”.• Nowexploresuddenmovement--veryangular,likelightening.• Encourageangularmovementinlegs,arms,head,etc.• Createamovementsequence:Sustained,Sudden,Sustained
Addpercussionaccompaniment
• Studentswatchapartnerdancetheirsequenceanddecidewhatinstrumentscanaccompanytheirmovement.
PossibilitiesforSustainedRainAccompaniment:
Glockenspiel,windchimes,earthbell,triangle,rainstick,springdrum,metallophone.PossibilitiesforSuddenThunderAccompaniment:
Drum,cymbal,woodblocks,templeblocks,vibraslap,slapstick,thunderdrumAlternativeaccompaniment
• ConsidercombiningwithPATHWAYTOFORMpoetry/soundscapes.
WeeWillieWinkiefromPurposefulPathways,Book1
UsedwithPermission
PATHWAYtoLITERACY:Rhythmdetectivegame• Lead4-beatpatterns(below).Studentsecho.• Studentsidentifywhichcardmatchestherhythmperformed.• Endwith 4 $ h4, topreparetheostinatousedlaterinthelesson.
PATHWAYtoPARTWORK:Poemwithostinato
• Studentsreadrhythmofpoem.• Addtext.• Studentsspeakpoemandpatsteadybeat.
4 4 h 4 4 h h 4 4 h $ 4 4 4 h4
• PerformsBPostinato(pat/clap).Askthestudentstojoininwhenready.(simultaneousimitation)
• Divideclass.Halfperformsrhyme.Halfperformsostinato.• Tradejobs.• TransferBPtodrum/triangle.Pat=drum.Clap=triangle.• Transferrhythmofpoemtowoodblock.• StudentsperforminABAformwithUTPostinato.
-A=RhythmicSpeechwithostinato -B=Woodblockwithostinato
PATHWAYtoIMPROVISATION:4-beatrhythmpatterns• Reviewaboveasneeded.• TransferBPtorhythmsticks.Playtheflooronthepat.Clickthestickstogether
ontheclap.• Roteteachingofthefollowingchant(BSection):
• Speakthechant(counttofourduringthefourbeatsofrest).• Playfour 4 withrhythmsticksonthefloor(likeadrum)duringtherest
measures.• Playfour h duringtherestmeasures.• Model4-beatimprovisationusing 4 h $ • Studentsimprovise.• ABAForm• GrandRondoforassessment.EachtimeyougettotheBSectionfourstudents
getaturntoimprovisesolo.Thisisaperfectopportunityforformativeassessmentofallthestudentsintheclass,whileeveryoneisactivelymakingmusictogether.
Chick,Chick,ChattermanfromPurposefulPathways,Book2
UsedwithPermissionPATHWAYTOLiteracy:4 h $
• Studentsreadtherhythmoftherhyme,sayingrhythmsyllables.
• Addtext.• Studythetextandnoticethatthereisaconversationhappeningbetweena
buyerandaselleratthemarket. BUYER:Chick,chick,chatterman.Howmuchareyourgeese? SELLER:Chick,chick,chatterman.Fivecentsapiece. BUYER:Chick,chick,chatterman.That’stoodear. SELLER:Chick,chick,chatterman.Getoutofhere!• Dividetheclassinhalf.Halfspeaksthebuyer’swords.Theotherhalfspeaksthe
seller’swords.Tradeparts.PATHWAYTOPartwork:Rhymeoverbodypercussionostinato
• PerformtheBPostinato.Onceyouhaveestablishedtheostinato,bringthestudentsin,speakingtherhymeintwogroups.
• AskthestudentstojoinyouontheBPostinato(simultaneousimitation)andthenyoudropoutoncetheyhaveit.PerformtherhymeovertopoftheirBPostinato.
• Dividetheclassinhalf.HalfperformstheBPostinato.Theotherhalfspeakstherhyme(bothroles).Tradeparts.
• Dividetheclassintothirds.ThemiddleofthethreegroupsbeginstheBPostinato.Theothertwogroupsperformtherhymeintwoparts.Rotatethestudentsthroughallthreegroups.
• ForanadvancedchallengeaskthestudentstoperformtheBPostinatoandtherhymesimultaneously.
PATHWAYTOImprovisation:QuestionandAnswer
• Speakthefollowingchart(say“Question”fortheQand“Answer”fortheA),whilepointingthesteadybeat.
Q2345678 A2345678 Q2345678 A2345678
• Repeat.Thistimeyouspeakthequestionsandaskthestudentstospeaktheanswers.Continuepointingtothesteadybeat.
• Saytothestudents,“Ijustgotoutofmyrocketshiponyourplanet.Idonotspeakyourplanet’slanguage.Youdonotspeakmyplanet’slanguage.We’regoingtohaveaconversation.Iaskyouquestionsandyougivemeyouranswers.Eachofusspeakingourplanet’slanguage.”Thenmodelverysillyrhythmic
“spacetalk”asyoudothefirstquestion.Thestudentswillfollowyourlead.WARNNG:Therewillbelaughter!
• Dividetheclassinhalfandexperimentwithdifferentcharactershavingrhythmicconversationssuchasfarmanimals,dogsandcats,babytalk,etc.Askforstudentideas.Tradewhichgroupgetstogofirst.
• Oncethestudentshaveexploredthisrhythmicimprovisationthroughvocalplay,explainthatthisiscalledQuestionandAnswerImprovisationanditcanbeperformedindifferentmedia.
• Improviseclappingquestions.Thestudentsimproviseclappinganswers.• Dividetheclassinhalfforclappingimprovisation.Tradeparts.• WhenthestudentshavebecomecomfortablewithQuestionandAnswer
Improvisationinalargegroup(andthiswilllikelybeonasubsequentdayworkingwiththismaterial),havethemworkonimprovisationwithapartner.Spreadthepairsoutaroundtheroomsotheyhavetheirownlittlespaceforthispractice.Therewillbelotsofsoundanditwillappearabitchaotic.That’spartoftheprocess.Youcanalmostcountonthisfailingthefirsttime.Don’tgiveup!
• UsetherhymeasarecurringASection,givingstudentsalotofopportunitytopracticeQuestionandAnswerImprovisationincontrastingsectionsofaGrandeRondo.
• AddtheBPostinatotoyourfinalperformance.
Lil’LizaJanefromPurposefulPathways,Book3
UsedwithPermissionPATHWAYTOLiteracy:8 4 8 2
• Lead4-beatechopatterns,makingeverysecondpattern8 4 8 2 • “WhatpatternamIplayingrepeatedly?Howwouldyouwritethisrhythm?”
8 4 8 02 • Singthemelodyon“loo”andaskthestudentstolistenfor8 4 8 02 • Singon“loo”again.Studentsclapthesyncopatedrhythmwhenevertheyhearit. • Studentslearntosingthetwosyncopatedpatternsinsolfathroughecho
imitation. 8 4 8 2 lasomiso 8 4 8 2 mimiredo
• Singtheoddnumberedmeasuresinsolfaandaskthestudentstosingtheevenmeasures,alternatingbetweentheirtwopatterns.(Substituteh forthej inthefirstmeasure.)Repeatthisseveraltimestoreinforcethepatternaurally.
• Studentssingtheentiresonginsolfa,asyoupointthepitchesonthesolfatoneladder.
• Putthetextontheboard.Studentslearnthesongwithtextthroughechoimitation.
• Studentssingtheentiresongwithtext.
PATHWAYTOMovementPlay:PlayParty
• Createlongwayssetswith6-8couplesfacingeachother.
• Onthephrase,“I’vegottahouseinBaltimore,”partnersstepintowardstheirpartnerforthreebeatsandclaptheirpartner’shandsonbeat4.
• Onthephrase,“Lil’LizaJane,”partnersstepbacktotheirplaceandclaptheir
ownhandsonbeat4.• Repeatthesamemovementsforthesecondphrase.• Bothlinescastofffortheremainderofthesong,withtheheadcoupleforminga
bridgefortheotherstogounder.Theheadcouplestaysatthebottomofthe
set,soanewheadcoupleisformed.Eachpairofpartnerstakesonesteptowardtheheadoftheset.
• ThenewheadcouplethenbecomesthefocusforQuestionandAnswer
Improvisation.YoumighthavethisheadcoupleperformQuestionandAnswerImprovisationassoloists,withonepartneransweringtheother.Youcouldalsohaveoneoftheheadcoupleplayersimprovisearhythmicquestionandhaveallofthedancersintheirrowimprovisearhythmicanswer.Switchandhavetheotherheadcoupleplayerimprovisearhythmicquestionandletthatrowimproviseananswer.
• Halftheclasscanaccompanythegamewhiletheotherhalfsings,dances,andimprovises.
PATHWAYTOPartwork:Melodywithmelodicostinato
• Studentsreadtherhythmofthemelodicostinato.
• Studentsreadthemelody,usingsolfawithhandsigns.
• Studentssingthemelodicostinato,usingsolfaandhandsigns,whileyousing
themelody.• Studentsaddtexttothemelodicostinato.
• Studentssingthemelodicostinatowiththetext,whileyousingthemelody.
• Dividetheclassinhalfandsingintwoparts.Tradeparts.
PATHWAYTOEnsemble:Brokenbordun,melodicostinatoandUTPostinato
• PatsandsingthesolfafortheBXbrokenbordun.Studentsjoininwhentheyareready.(simultaneousimitation)
• Dividetheclassinhalf.HalfsingsandpatstheBXbrokenbordun.Halfsingsthe
song.Tradejobs.• TransfertoBX/BMandaddthesingers.• StudentsclaptherhythmoftheGLostinato.• StudentssingthesolfafortheGLostinato.
• PreparetheGLostinatowithpattingandtransfertoinstruments.• Studentsreadthetempleblocksostinato(patting)inconjunctionwithGL
ostinato.
• TransfertotempleblocksandputtogetherwithGLostinato.• Putthesingers,templeblocksandGLtogether.• Putallpartstogetherwithsingers.
PATHWAYTOImprovisation:Question&Answer
• Executeaphraseformanalysisofthepiece:aa’bb’• RemindthestudentsthatthisisQuestionandAnswerform.Questionand
Answerformisespeciallyusefulwhenimprovising.Noticethateveryphrase
endswith8 4 8 2 asthefinalmotive.Tellthestudentstheywillbedoingthesamethingwiththeirimprovisation.
• Speakthequestionsandaskthestudentstospeaktheanswers.
• ImprovisethequestionsrhythmicallyonBP,makingsuretoendeachphrase
withasyncopatedrhythm.StudentsanswerwithaBPimprovisation,makingsuretoendeachphrasewithsyncopation.
• Individualstudentsimprovisethequestions.• Breakthestudentsintopairsforpairedimprovisation.Ifpossible,havetwo
timbresworkingineachpair.Example:onehanddrumandonepairofrhythmsticks.Handdrumsimprovisethequestionsandrhythmsticksimprovisetheanswers.