Improvisation is one of the most difficult standards to consistently include in music and performing arts courses. It’s easy to see why: teachers have a strict agenda and it doesn’t always include enough time as it is, especially if there is the need to prepare for a concert or show.
But if improvisation wasn’t important, it wouldn’t be a standard, right? That’s right. And the spontaneity of improvisation teachest other skills that developing musicians need anyway.
These are skills like:
Music creation
Performance skills
Applied theory (using learned theory concepts to create something)
Mistake recovery
Nonverbal communication with other musicians
General confidence in front of others
Even if you’re the type of music or other performing arts teacher that isn’t a fan of taking time to improvise, you have to admit these above skills will make your ensembles sound better, right?
It Isn’t Just About Jazz Ensemble!
Jazz ensemble gets most of the credit for having the performing arts department’s best improvisers. It’s one of the only places where improvisation isn’t just included, it’s expected. Inclusion of solo sections, and taking the time to have everyone try it out is only the beginning.
Imagine helping the entire ensemble having the time to develop improvised jazz solo skills! Good planning and routine is what can allow that to happen.
Improv Club Making The Department Money
An after-school club for theatrical improvisation sounds like a great time. What a fun way to have evening performances, or a dinner theater for a fundraiser with such low-stress “rehearsing”! This type of event is not only entertaining for everyone, either watching or participating, it’s easy. If the games used include singing, every benefit above is nurtured in an Improv Club, and suddenly the next school musical will have skills eons above last year!
Setting Expectations in the Performing Arts Department
Imagine going to a school performance, like a talent show, or a variety show, where nothing is planned, scripted, or rehearsed in an exact way…
Combos and large ensembles improvise in the ways that jazz ensembles do
Theatrical improv makes everyone laugh
Improvised dance numbers allow the dance department, or at least the dancers of the school to shine
Vocal jazz features scat singing
Drum circles or percussion ensembles ground everyone
… and suddenly you have a full show. Even better, if done correctly, there’s no rights, no copyright constraints, and you can fundraise for the department like crazy.
Ways to Include Improvisation in Your Performing Arts Department’s Large Ensembles
Warm-Ups. Even if the use of improvisation in the ensemble repertoire is out of the question, improvisation can have its use during the warm-ups at the beginning of rehearsal.
Scales can have improvised rhythms.
Student ideas can prompt the rhythms for everyone to follow.
When styles are taught, when dynamics and articulation patterns are taught, students can improvise a measure or two based on a scale.
Choral groups can practice a tough diction syllable while improvising scat-style, two measures per student, or a section per note passed back and forth, etc.
These tasks only take a few minutes per rehearsal. If you condition them with a simple instruction that you can scaffold a new task upon each day, it’ll be expected, it’ll be routine, and the students’ abilities will grow well within a few months.
General Music and Improvisation
Improvisation has limitless ways to be included in general music classes of all levels. Whatever new concept is taught, it can be improvised. A general music teacher that includes these tasks consistently throughout the year in every grade level is creating dozens of students that will be confident, open-minded, quick on their feet with musical decisions and mentally used to the process for ensemble use
The problem of excessive shyness and refusal to participate occurs when improvisation is suddenly thrust upon students. Without the consistent conditioning, the question of “How do I do this” instantly becomes “I can’t do this” or “I’m always going to be bad at this.”
It’s the responsibility of every music teacher at every level to visit this topic often and in almost fail-proof ways for students. Students need to be given accessible parameters and attainable “right answers” as a measure for their own success and improvement. This conditioning should start young in the general music classroom.
Some Tips For Success Including Improvisation in Your Program
Don’t expect miracle improvisation after a few attempts or rehearsals.
Plan several tasks at a time, beginning with the easiest and your goal to be several rehearsals or classes later, especially if you want this to be only a few minutes of each class period.
Give an idea of what the end goal is, what the skill looks and sounds like when it is fully developed. Assure students that if they “trust the process” and complete all the steps, that they, too, are guaranteed to be able to do this too.
Be clear on what the task needs to have to be successful.
Shrug off wrong answers and bad notes, but give solutions on how getting the right ones can be easier.
Create a culture in the classroom that is conducive to sharing.
Understand that students will be successful at different rates.
Consider implementing growth mindset strategies in your teaching prompts and feedback.
Incorporating improvisation in your performing arts classes and ensembles is not impossible, but absolutely attainable and worthwhile for the extra “soft skills” in performance that it develops and nurtures.
Not to mention that it will fulfill the need for the improvisation standard to be included in your curriculum!
This article was written by Music Room/Uplevel U: Music's owner and creator, Karen (Kay) Janiszewski.
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