Students will watch a recording of Pete the Cat: I Love My White Shoes sound story. They will respond to the chosen instruments and important words/phrases that were played.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will work in groups of four. Each one will take a turn leading the group in an improvisational musical activity - movement, melody, or rhythm. They will define ensemble and quartet.
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 experiment with different volumes of water to create different pitches. They will create four different pitches and improvise melodic patterns.
Students will explore Mongolian life and music. They will imitate environmental sounds through dance and instrumental improvisation. There are four sections in the lesson.
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.