The article explains how music is a language. The author compares spoken language to musical language. Improvisation is important to building musical language.
This article includes the components of improvisation - timing, choice, and framework. It includes examples of how to implement each component. This article is for improvising words only.
This article explores musical improvisation using movement, vocal exploration, the four voices, and comparatives. There are examples of using a slide whistle, scarves, paintbrushes, and voice.
This article explores improvisation in songs and stories. It includes two song activities and two for books.
This article explains the process of pre-rhythm and pre-melodic improvisation. There are two activities for each of the elements.
This article focuses on improvisation through question and answer. Students will improvise both melodically and rhythmically. The article includes guidelines on how to create questions and answers in music.
This article focuses on rhythm and melody improvisation games. It includes three rhythm games and one melody game for improvisation.
This article focuses on improvising with rhythm and melody simultaneously. It includes four activities, including one to improvise with harmony.
Students will listen to the book Charlie Parker Played Be Bop by Chris Raschka read in an ordinary manner. They will listen to and analyze the rhythm of Now's The Time by Charlie Parker. The teacher will re-read the book with the swing rhythm and dynamic contrast. The class will be divided into four groups. They will add rhythmic, dynamic interest, and movement to four phrases from the book. Groups will perform their phrase for the class.
Students will listen to IV. Allegro (“Thunderstorm”) from Symphony No. 6 (“Pastorale”) by Ludwig van Beethoven and guess what the title is based on what they hear. Next, students will discuss weather patterns and define cold front, warm front, and precipitation. Students will listen to Thunderstorm and identify weather elements included and how the instruments imitated the sounds of weather. They will use body percussion to create a musical rainstorm.
Students will read different rhythm patterns. They will create body percussion and improvise new rhythm patterns. Students will dictate rhythm patterns using iconic or standard notation. Finally, students will compose their own rhythm patterns. Demonstration videos are provided.
Students will improvise melodic patterns using scat, or nonsense, syllables. Video demonstrations are provided.