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 explore the life and music of Canadian composer, Raymond Murray Shafer. Students learn about R. Murray Schafer's soundscapes. "A soundscape is any collection of sounds, almost like a painting is a collection of visual attractions," says composer R. Murray Schafer. "When you listen carefully to the soundscape it becomes quite miraculous." David New's portrait of the renowned composer becomes a lesson unto itself, gracing viewers (and listeners) with a singular moment of interactive subjectivity. In this activity, students will listen to his music and compose with found sounds.
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 play three rhythms inspired by music from around the world. Students will compare and contrast the rhythms. Students will perform using different tempos, dynamics, and instruments. Finally, they will create an arrangement for a performance. A student worksheet is provided.
Students will improvise melodic patterns using scat, or nonsense, syllables. Video demonstrations are provided.
Students will echo four Brazilian-inspired Samba rhythm patterns. Students will take turns leading each pattern. Once students are able to play patterns independently, divide the students into four groups. Students will improvise using Samba-inspired rhythms. Students will create a Rondo using the given patterns and student improvisation.