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.