improvisation: from classroom to performance
DESCRIPTION
Improvisation: From Classroom to Performance. Jennifer Kamradt. Ways that can help translate from classroom to performance. Having an “outline” or road map Set up your classroom with a foundation towards performance. - PowerPoint PPT PresentationTRANSCRIPT
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Improvisation: From Classroom to Performance
Jennifer Kamradt
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Ways that can help translate from classroom to performance
• Having an “outline” or road map
• Set up your classroom with a foundation towards performance.
• Develop Fundamentals and ideas in class that students can draw upon in a performance.
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“Building Guy” Goals
• Students using Rhythmic and/or Melodic Improvisation based on their prior knowledge
• Use of Unison Playing to Build Confidence and Success in Improvisation.
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Body Percussion
P P P PC C C C C C C C C
SN
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Body Percussion Transfer to Pitched
A A A AE E E E E E E E E
SN
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Body Percussion Transfer to Instruments
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Bridge with Speech
Little Building GuyLittle Building Guy
Little Little Building Guy (Huh)
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Bridge Transferred to Notation
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What is improvisation?
• Beginning Stages of Melodic Development• Students use Musical Concepts whether you
can name them or not. • Your own ideas created on the spot
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Musical Concepts Ideas for Improvisation
– Come up with a motive you like and repeat (Ostinato)– Pick a favorite note. Example: E-F,E-A,E-B, etc– Change dynamics– Rolls on a single note or Tremalo on different notes– Grace Notes– Passing Tones– Single Handed, Double Handed, or Alternated– High vs. Low Ranges– Rhythmic and Melodic development (Sequence)– Dissonance and Resolution– Stepwise Motion or Leaps– Rests!– Syncopation
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Body Percussion B Section
Build- ing Lot of Things
Oh Yeah
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Body Percussion B Section
C C CP P
SN SN
Build- ing Lot of Things
Oh Yeah
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Body Percussion Transfer to Instruments B Section
EA
EA
EA
BE
BE
AE
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B Section Accompaniment
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Transition: Refocus back to A!
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The Road Map
A SectionBridge
B Section: ImprovisationTransitionA Section
Bridge
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Arirang Goals
• Incorporating the use of Recorder Improvisation over a Harmonic Accompaniment.
• Incorporating Movement Improvisation in conjunction with Improvised Recorder Melodies.
• Create rhythmic drum improvisation.
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Harmonic Bass Xylophone Part
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Harmonic Bass Xylophone Part
G G G
G G G
G G G G
G G G
A
A E
E
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Harmonic Bass Xylophone Part
GD
GD
GDG
DGD
GD
GD
AE
EB
GD
GD
GDG
DGD
GD
AE
EB
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Harmonic Bass Xylophone Part
AEA
EBE
GDG
GDG
GDG
GDG
GDG
GDG
GDG
AEA
EBE
GDG
GDG
GDG
GDG
GDG
GDG
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Harmonic Bass Xylophone Part
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Harmonic Progression
Xylo
CBBDrums
Grapes Grapes Apples Grapes Grapes Grapes Apples Grapes
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Recorder Melody
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Bars-Drums-Recorders• Introduction: Accompaniment• A Section
– Accompaniment + Recorders (Song)– Drum (Beat)
• Transition– Drum (Improvisation) + Accompaniment
• B Section– Recorder (Improvised GABDE) + Accompaniment – Drum (Beat)
• Transition• A Section• Coda: Accompaniment
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Movement• Introduction: Freeze• A Section
– Movement (Groups Created)
• Transition– Movement (Individual Pathways)
• B Section– Movement (Improvised based on Recorder)
• Transition• A Section• Coda: Freeze
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Pathways
• Line• Curve• Zig Zag• Diagonal• Dotted Line• Shapes• Combinations
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Road Map• Introduction: Accompaniment Only 2 Times• A Section
– Accompaniment + Recorders (Song)– Drum (Beat) – Movement (Groups Created)
• Transition– Drum (Improvisation) + Accompaniment– Movement (Individual Pathways)
• B Section– Recorder (Improvised GABDE) + Accompaniment – Drum (Beat) – Movement (Improvised based on Recorder)
• Transition• A Section• Coda: Accompaniment Only 2 Times
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Speech
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Success: How To• Build up a Foundation of Musical Knowledge
– Rhythm– Melodic Concepts– Beat– Ostinato
• Provide a structured improvisation settings before non-structured– Different Scales– Set number of measures/beats– Speech driven rhythm– Harmonic Accompaniment. Ostinatos, Chords, Beat, etc… – Groups before Individual. Safety in Numbers!
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Success: How Too Part 2
• Allow student independence and exploration without limits or time frames: Free Improvisation or “Freestyle”– Development of melodic and rhythmic ideas– Comfortable improvising on any instrument.– Allow students to try new things and give it names.– Discuss the good and bad of melodic development.
What did you like and why?• Educate the Audience