I. Curricular Framework

Concept:

Improvisation

Essential Question:

What are the characteristics of good improvisation?

Bridge:

Instrument Experimentation

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To introduce students to scat-singing and to the concept of improvisation.
Activity: Distribute scripted version (the “words”) of a scat-singing recording. Before listening to the recording, take turns reading the syllables. Try adding beat and reading them. Finally, listen to the recording and follow the syllables.
Standards: 6
Assessment: Quality of the student responses.

2. Attend: Attending to the Connection

Objective: To establish scat-singing as a vocal representation of instrumental sound and to discuss the meaning of improvisation.
Activity: Discuss… “Was it easy to read the scat lyrics?”; “Why did it seem easy for the performer we heard?” (He made it up as he went along… He has had lots of practice, etc.); “How did he choose the syllables he used in his scatting?” (He’s comfortable with these syllables… he tries to make his voice imitate the sounds that an instrument would make…etc.)
Assessment: Quality of the students’ responses.
Standards: 7

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To hear an instrumental musician using improvisational techniques, and to experiment with scat-singing.
Activity: The choir learns a simple 12-bar blues chord progression and is able to sing it in three or four part harmony using a “funky” rhythm. I notate the chord progression on the board along with the number of times each measure is repeated. Then I demonstrate the rhythm I want them to use. (Hint…Keep the rhythm simple. I use eighth/quarter/eighth tied to a half note in 4/4).
When the choir is able to successfully perform the 12-bar chord progression, invite a community musician to improvise while the choir sings back-up. Let the students ask questions about how he improvises, etc.
The last ten or fifteen minutes of class, ask the instrumentalist to play short patterns for the choir to echo. The choir echoes using “doo-ba-doo-ba” syllables. If there are brave individuals, invite them to echo the instrumentalist using syllables they are comfortable with. (This would be a good opportunity for the students to see their teacher in the role of “student.”)
Standards: 1,5,7,8

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: The students will learn the improvisational melodies are built around the notes in the chord progression, and upon “decorations” (variations) of a given melody.
Activity: View the video “Music is Improvisation” or some other instructional video about the process of improvisation. Discuss the improvisational techniques presented.
Assessment: Quality of student responses.
Standards: 3

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To reinforce basic skills of improvisation presented in 2-left.
Activity: Complete a variety of written activities designed to reinforce concepts from the video on improvisation. Some of these activities will deal with chord structure basics, writing a melody from a chord structure, and writing a variation of a given simple melody. The activities may be geared for a whole class, small group, and/or individual participation.
Assessment: The teacher collects and evaluates written materials for understanding of concepts and information presented thus far.
Standards: 4

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: The student will create an original composition/improvisation.
Activity:
1) Write a melody variation of a given melody on staff paper. (The given melody will be notated and an empty staff available above for the student variation.) Be able to sing or play the given melody and your variation for the teacher or class.
2) Using the recording of the choir singing 12-bar blues as your accompaniment, practice singing an improvisational melody. You may choose to scat sing, or to make up words. Be able to perform your improvisation for the class.
Assessment: Quality of the student compositions/improvisations.
Standards: 1 or 2, 4

7. Refine: Refining the Extension

Objective: The students will have an opportunity to share and to positively critique student compositions/improvisations based upon given criteria.
Activity: Small group performances for each other. Videotape each other. Each person writes short positive notes regarding the successes of the compositions/improvisations they are hearing. Instruct the students to be specific whenever possible and to use accurate terminology. Tell them you will use these notes to determine whether they really know what they are talking about regarding improvisational techniques.
Assessment: Teacher collects one set of “Notes” from each student (before they are given to the intended individuals) to evaluate for positive comments demonstrating specific knowledge gained.
Standards: 7

8. Perform: Creative Manifestation of Material Learned

Objective: The students will celebrate the experience.
Activity: Invite the community musician to return to see our progress. View our videotape together and enjoy. Afterward put on some good improvisational Blues or Jazz, eat popcorn and visit with the community musician.
Assessment: Quality of interaction (…and the amount of popcorn on the floor!)
Standards: 8

Assessment, Phase Five,Performance, Creative Use of Material Learned: