Creative Improvisation Games for Music Classesheatherdwaters.com/uploads/3/4/6/4/34643114/music_improvisation… · Player 1 improvises a rhythmic ostinato. Other players write down

Creative Improvisation Games for Music Classes

BalancedMindCurriculumConferenceMolloyCollege

November5,201910:15-11:45a.m.&12:45-2:15p.m.

HeatherD.Waters,Ph.D.

CoordinatorofMusicEducaJonAdelphiUniversity

[email protected]

Session Goals:

Explore instructional strategies for facilitating creative musical expression using play-based music

improvisation games

Session Goals:

Identify exemplary resources to support improvisation games in music classes

Session Goals:

Describe instructional strategies for structuring improvisation activities for student success

Session Goals:

Identify ways to modify improvisation games to best fit your teaching contexts and student skill levels

Background/Context:

�Inclusive, accessible, adaptable games and improvisation strategies for varied skill levels and

musical contexts

�Build collaborative musical communities �Play-based learning

Musical improvisation is “ . . . a musical endeavor in which an individual or group of individuals spontaneously creates original music that will live in the moment without

revision.”

(Rachel Whitcomb, Duquesne University)

Inhibitors to Improvisation

Lack of instructional time (77%)

Lack of experience improvising as a musician (75%) Lack of training in teaching improvisation (55%)

From Whitcomb’s (2005) survey of music teachers in Illinois

VasilyKandinskySketchfor“ImprovisaJon28”(SecondVersion,1912)guggenheim.org

�Develop comprehensive musicianship, including fluency and flexibility �Develop responsive creativity & self expression �Build musical community �Have fun!

WHY IMPROVISE?

�

Guess the Animal: Groups of 4-6+

�Each group chooses an animal

�Groups determine how to represent the chosen animal through music �Groups perform their improvisations

�Class (or audience) attempts to guess the animal

Variations: Guess the emotion, color, any other category

From Improvisation Games for Classical Musicians by Jeffrey Agrell

Multiple Conductors: Groups of 4-6+

�Three players assume different conducting roles:

1)  Indicating the beat/tempo 2)  Indicating dynamics

3)  Indicating when players should be silent

�Remaining players improvise an ostinato, short melody, or simply sing/play a scale up and down.

�Performers follow the directions of all conductors simultaneously.

Adapted from Improvisation Games for Classical Musicians by Jeffrey Agrell

Adjective/Noun Starter: Groups 2 +

�Choose one or more adjectives with a noun: ADJECTIVES:

grandiose, congealed, incomprehensible, manical, melancholy, acrimonious, lonely, stubborn, pulsating, putrid, whirling, stubborn, sticky, spooky, sassy,

whimsical, somber, silly, suspicious NOUNS:

frog, baboon, goat, clouds, iceberg, diamond, donkey, kangaroo, elbow, dragon, sandwich, pumpkin, taxi, teeth, tourist, peanut butter, platypus, unicorn

�Then, select a musical style and/or form. Improvise representations of the

adjective/noun combination.

Adapted from Improvisation Games for Classical Musicians by Jeffrey Agrell

Motive Passing: Groups of 3+

�In a circle, Player 1 improvises an 8-beat melodic (or rhythmic) motive.

�Player 2 must imitate the last 4 beats of the initial motive, and immediately add another 4-beat motive of their own.

�Player 3 imitates only the last 4 beats of Player 2’s motive. �Continue around the circle.

Variations:

�Add additional criteria (such as a particular tonality, inclusion of specific rhythms, length of the phrase)

Chord Progressions: Groups of 2+

�Choose a simple chord progression, such as:

I - I - V7 – I

�Whole groups sings only chord roots on long tones.

�Rhythmically improvise only on the chord roots

Variations: Sing any chord tones (such as C, E, G for a C major chord) using common voice leading (do/ti, sol/sol, mi/fa)

Then add in passing tones, neighboring tones, etc.

My Day: Groups of 2+

�Player 1 improvises a rhythmic ostinato.

�Other players write down a few phrases about their day so far, such as what they did (got dressed, ate breakfast). Aim for mundane yet specific!

While Player 1 performs the ostinato, the other players alternate speaking about their day in rhythm. The goal is not to stop! Rhyming is not required.

Variations:

Player 1 improvises a simple chord progression such as I – vi – IV – V

From Improvisation Games for Classical Musicians by Jeffrey Agrell

Familiar Tunes: Groups of 2+

�Choose a simple familiar tune (such as a folk song or children’s song)

�Sing/play the melody by ear �Some players continue the melody, and others sing/play:

Chord roots

Chord tones/harmony Countermelody

Melodic variations Ostinato accompaniment

Borrowed/Found Sounds: Groups of 2+

�Using only objects in the learning space, each person must contribute a

sound using their found object.

�Variations: Explore freeform ideas or repetitive motives

Play with levels of structure and musical elements: Predetermine a tempo, rhythm pattern, form?

Orff Schulwerk-Inspired: Groups of 2+

�Choose an interesting category (animals,colors, favorite foods, etc.)

�Brainstorm lists of words in the category �Speak words in rhythm (decide on the meter)

�Combine into groups (such as a short 4-beat pattern) �Perform rhythm patterns in varied ways (body percussion, instruments)

�Play with combinations of these patterns

�Add in a bordun (on mallet instruments) in C pentatonic �Play with ways to perform the rhythm patterns in C pentatonic

�Add in improvisation sections (solos, duets, trios), movement, props

One Player: When practicing exercises such as scales and arpeggios:

�Play with accents/groupings (such as 2 + 3, then 3 + 2)

�Articulation: all legato, all staccato, combinations of the two �Change note values, accents, dynamics, articulations, tempi

�Familiar Tune:

Choose an easy tune that you know very well (folk song, children’s song, etc.) Play the song in an easy key, then in ALL keys until they feel equally easy.

�Harmonizing: Play appealing recordings

Invent harmonies—sing them loudly! Explore singing above and below the melody

Adapted from Improv Games for One Player by Jeffrey Agrell

Recorded Accompaniment:

Groups of 1+

�Play/sing a simple repetitive accompaniment (ostinato, bass line, drone, arpeggios, long tones, etc.)

�Record yourself for at least 1-2 minutes.

�Play back the recording and solo over it. Collect multiple accompaniments and revisit them repeatedly.

Adapted from Improv Games for One Player by Jeffrey Agrell

Hand Stories: Groups of 2+

�Create a sequence of hand and arm gestures (without any sound).

�Practice imitating others in your group.

�Improvise vocal or instrumental sounds to match the hand/arm gestures.

Adapted from Vocal Improvisation Games for Singers and Choral Groups by Jeffrey Agrell & Patrice Madura Ward-Steinman

Bananas: Groups of 2+

�Using only the word “banana,” play with vocal textures.

�Share a common pulse and tonality, but individuals choose which portion of the word they will use and how they will sing it.

�Piece ends when designated leader indicates to hold out a note.

Variations: Play with tempo, rhythm, articulation, dynamics, phrasing, etc.

Adapted from Vocal Improvisation Games for Singers and Choral Groups by Jeffrey Agrell & Patrice Madura Ward-Steinman

Graphic Score: Groups of 2+

�Volunteer has 30 seconds to draw an abstract image on a white board/

smartboard or large paper �Soloist or small group improvises based on the visual image

Variations:

�While playing the first image, another volunteer (who has not seen the original image) draws another image to reflect what they are hearing. Repeat as many

times as desired, and then compare all graphic scores.

Adapted from “Doodle Score” https://stevetres.com/2016/10/10-improvisation-games-for-ensembles/

Jeffrey Agrell: Improvisation Games

Facilitating Improvisation: �Engageeveryone

�Embraceplayfulness

�Promoteaccessibility

�Startwithhighly-structuredacJviJes:Limitscanbefreeing!

�Listentostudentsandadjustparameters/structureaccordingly

�Model

Facilitating Improvisation: �UsetheseacJviJesaswarm-ups

�IncorporatenewcontentintotheacJvityframeworks

�Creategamesfromskilldrills(scales,chords,arpeggios,etc.)

�Chooseknown/familiarsongsandmusicalcontent,andaddimprovisatory

elementstothem

�Buildonpreviouslylearnedmusicalconcepts

Facilitating Improvisation: �Takerisks

�Listen.Reflect.Respond.Repeat.

�AimforquanJtynotqualityinthebeginning

�Don’tforgetthesilence!

�Listentoanythingandeverything(foundsounds,noises,etc.)

�Useallavailableresources(voice,mouthsounds,bodypercussion,words,air

sounds,humming,etc.)

Facilitating Improvisation: �BeexpressiveatallJmes(makeeverysound/silencecount)

�ProvideJmesforimprovisaJonineverymusicclass(evenforafewminutes)

�Acerimprovising,ask:

Whatworkedwell?

Whatmightyouchange?

Then,repeat!

Discussion: �WhatareyourexperiencesincorporaJngimprovisaJoninyour

musicclasses?

�HowmightyoumodifythesessionacJviJestofityourteachingcontext?

�WhatotherimprovisaJonacJviJeshaveyouusedthatwere

mostsuccessful?Share.

Suggested Resources: 10ImprovisaJonGamesforEnsembles:

hgps://stevetres.com/2016/10/10-improvisaJon-games-for-ensembles/

NAfMEWebinarbyRachelWhitcomb(DuquesneUniversityhgps://nafme.org/wp-content/files/2014/05/Improv-Webinar.pdf

�MusicforPeople:hgp://www.musicforpeople.org

�Improvisa*onGamesforClassicalMusicians,Volumes1&2(JeffreyAgrell)

�ImprovGamesforOnePlayer(JeffreyAgrell)�ImprovDuetsforClassicalMusicians(JeffreyAgrell)

�VocalImprovisa*onGamesforSingersandChoralGroups(JeffreyAgrell&PatriceMadura)�GeCngStartedwithVocalImprovisa*on(PatriceMadura)

�ReturntoChild:MusicforPeople’sGuidetoImprovisingMusicandAuthen*cGroupLeadership(JamesOshinsky&DavidDarling)

�SoundIdeas:Ac*vi*esforthePercussionCircle(DougGoodkin)�ThePerfectWrongNote:LearningtoTrustYourMusicalSelf(WilliamWestney)

�FreePlay(StephenNachmanovitch)

Thank you!

Contact:

[email protected]