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Cultivating Creative Musicians Improvisation in the Elementary Music Classroom

2012 Florida Music Educators Association Conference Dr Leigh Ann Garner Presenter

Christa McAuliffe Elementary School amp The University ofSt Thomas St Paul Minnesota

lamockamparnercomcastnet copyDr Leigh Ann Garner 2012

Introduction Cultivating a creative learning environment is integral to developing improvisational skills in young musicians Improvisation is one of many ways in which children directly apply their knowledge of musical concepts In this session we will explore purposeful improvisatory activities as they are linked to core repertoire Many of these activities can be modified to accommodate beginning intermediate and advanced students It is never too early to explore improvisation with students

Pease Porridge HotChop Chop Chippity Chop Purpose Text Improvisation and MeIodicfVocaI Improvisation

g I I I Cu~ off the bo~-~om and cu~ off the topchip pi - ty chopChop chop

II II I Chop chop chip pi - ty chopput in a potWhat we have left

Il ~Il Pease par - ridge coldhoPease par - ridge

Il Il nine days oldin a poPease par - ridge

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Text Improvisation Students chant both rhymes adding ingredients to the big pot of porridgel MelodicNocallmprovisation The teacher provides models of vocal improv for students using puppets When students are ready the teacher improvises on motive one a student improvises on motive two the teacher on motive three and another student on motive four

AllAround the Buttercup Purpose Rhythmic Improvisation

Ir--l m r d r m s r All a round the btrt - fer - P I

d r two- I~ree Ir--l r--l

m r d m sIr--l IIf you Q pntt ty

m r Just ch I~ II

Formation Students stand in circle Activity One student taps a steady beat on the fists of students standing in circle The last person to be tapped becomes the new beat keeper Rhythmic Improvisation The teacher taps a steady beat on the fists of students The last to be tapped must create and tap a four-beat rhythm pattern UMagic Beat Wand The teacher taps a beat wand while students improvise and tap four-beat rhythm patterns Begin with four beats in between each pattern reducing to two beats Eventually have the students improvise patterns consecutively

ickle Ockle Blue Bottlel

Purpose MelodicVocal Improvisation

FO-~ 1)llt-blL DrtU w -it 5tAAd1~ lf1unteK

~ lktruJyen 1NClfyen ~dL v1 OidL ~elxk~ilX -rr~ClWlCV ~ lA- Vhu ~lltijIno ~ Dn lC6I- btAt OJL Ir~

VoK-InK7 4v mel a ntW ~ IlNId ~bu 5 $ nn nl] I boa ~ WeurollL (IX ~-tt1 tpJt in room)nJ l I5 ~ L ~ S

JttmiddotI-pound Qj1J frh(- oJe 5ttl ~ a pAAfltX ~ PU- lri4 wi~ C PtK-1(K ~~ new ~tt DIVcL ~

II ~~ 5 ml

MeldodicVocallmprovisation In pairs students sing song and ago fishing in the pond The students catch cards with core melodic patterns written on them Some of the cards are blank The children with a blank card must sing a four-beat motive of their own

Ridinin a Buggy Purpose Text Improvisation Rhythmic Improvisation

m~JrJ n LE~ pound~ ~ ~ t 1idin~l~ ~ Jione T ltL S~ m- nome

~n

r m r t [I r 1 t

d d 6 01 5 wr IVttln -r rne~ ~ fWt1n fin TnCgt

rl fl n r I r ) ~ s IYI d nd Y 11 III S

tJhgt IlUQ( tin me tm Ii1r-U~ lltIw ttlIxu1 -fo-t m~2

Rhythmic Improvisation Students are seated in a circle with a rhythm card containing core melodic patterns A student begins by clapping hisfher card the person to the right goes next but must clap the first persons card and then their own card The next person does the same but only claps the person that clapped before them dropping the first persons pattern The sequence continues until all patterns have been clapped In the next lesson hand every other person a card The first person begins and the same sequence is followed but every other person must make up their own pattern In a following lesson the exact sequence is used but none ofthe students have cards All must create their own patterns

Phoebe in Her Petticoat Purpose Text Improvisation Melodic Improvisation

n nn J n n m d Id d m r d d s Phoebe in he pet-ti - coot Phoebe in her gown

n n nn n J d m m d r d I d

Phoebe in her d m

Go - ing in - topet-ti - coot town

Text Improvisation Students substitute text according to the clothing on the picture cards

Melodic Improvisation Students play melody ofPhoebe on barred instruments They then work out their own melody using the rhythm of Phoebe as parameters A final form ofAB is then played Melody of Phoebe and then Student Improv This is a great opportunity for students to play solos

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I Dont Care ifthe Rain Comes Down Arranged by Shirley McRae

Purpose Movement Improvisation

i in rri jn I Irrimnd d r rr m r d m m f f dont care if th rain comes dowwn Im gdanceQIl I~

rrin In d Irri n I

rAn Jd r r m rn m m r r dont care if the ruin cclIUdown Im jOMIl danell 6 (VI c cl cl y y lYi clYip I oYre) rm~M~11 dd~ ~

I~ I~m~ Irrin I~ I

I

d s d d d r Hey hey cony mea - way Im gomo dance 011

IrrinIFiTl I i

d s mmmms m m m r Hey hey corrymea-llHJf Im gomodanceoll IL II 1 J 1 J ~ l

dr d d Jd ~ ~ SrM~~ W~ dcwu Ill th~ ~

Movement Improvisation Students sing song adding vocal ostinati Transfer ostinati to barred instruments Divide group into three One group creates movement for the melody The other two groups are assigned an ostinato and must create movement for it

I Dont Care ifthe Rain Comes Down Arranged by Shirley McRae

Purpose Movement Improvisation

i in rri jn I Irrimnd d r rr m r d m m f f dont care if th rain comes dowwn Im gdanceQIl I~

rrin In d Irri n I

rAn Jd r r m rn m m r r dont care if the ruin cclIUdown Im jOMIl danell 6 (VI c cl cl y y lYi clYip I oYre) rm~M~11 dd~ ~

I~ I~m~ Irrin I~ I

I

d s d d d r Hey hey cony mea - way Im gomo dance 011

IrrinIFiTl I i

d s mmmms m m m r Hey hey corrymea-llHJf Im gomodanceoll IL II 1 J 1 J ~ l

dr d d Jd ~ ~ SrM~~ W~ dcwu Ill th~ ~

Movement Improvisation Students sing song adding vocal ostinati Transfer ostinati to barred instruments Divide group into three One group creates movement for the melody The other two groups are assigned an ostinato and must create movement for it