Download or read book The Implications of Using Improvisation in Undergraduate Class Piano Curricula written by Yuko Kishimoto and published by . This book was released on 2002 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improvisation in Collegiate Class Piano written by Jungeyun Grace Choi and published by . This book was released on 2017 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: With intent to improve pedagogy in collegiate class piano, the purpose of this research was to investigate an aural approach to improvisation in beginning class piano. Research questions were: (a) What is the improvisation achievement of beginning collegiate class piano students? (b) What is the relationship between beginning collegiate class piano students' music aptitude and music achievement? and (c) what are students' perceptions of improvisation in class piano pedagogy? Participants in this study were undergraduate class piano students enrolled in their first year of class piano. Prior to the study, students' stabilized music aptitude was measured with the Advanced Measures of Music Audiation (AMMA, Gordon, 1989). Each student participated in two classes each week for a period of 14 weeks. I taught classes using instructional materials based on Keyboard Musicianship: Piano for Adults (Lyke, Caramia, Alexander, Haydon, & CHioldi, 2014) and Developing Musicianship through Improvisation (DTMI; Azzara & Grunow, 2006, 2010a, 2010b). This study was integrated into the pre-existing, school-wide, semester-long curriculum. Each student completed a: (a) pre-study survey, (b) mid-study group interview, and (c) post-study individual interview. I video-recorded all performances and interviews. At the end of 14 weeks of instruction, each student: (a) sang the melody of "Happy Birthday," (b) improvised to "Happy Birthday" vocally, (c) played the melody of "Happy Birthday" in the right hand with appropriate accompaniment in the left hand, and (d) improvised to "Happy Birthday" in the right hand with appropriate accompaniment in the left hand. Students then repeated this procedure with an unfamiliar researcher-composed tune. Three independent judges, professional musicians with experience improvising, rated recordings of student performances using rating scales designed to measure tonal, rhythm, expressive, and improvisation skills. Quantitative results affirmed that an aural approach to improvisation in beginning collegiate class piano may have led to improvised music achievement. Qualitative results revealed that an aural approach to improvisation in beginning collegiate class piano enhanced participants' perspectives of undergraduate music curricula.
Download or read book The Developments and Implementation of a Beginning Improvisation Curriculum for Freshman Collegiate Group Piano Classes written by Cynthia Burch Ramsey and published by . This book was released on 2008 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to investigate improvisation in the collegiate group piano class. The problems of this study were to 1) examine selected group piano textbooks to determine if improvisation examples have been included; 2) develop a one semester, beginning improvisation curriculum for a freshman collegiate group piano class; 3) identify and compare student learning reactions to improvisation integration in the group piano curriculum; 4) compare improvisation achievement of freshman college group piano students receiving traditional and researcher designed curriculum; and 5) to examine the predictive validity of the Advanced Measures of Music Audiation (AMMA) regarding the acquisition of keyboard improvisation skills and keyboard improvisation achievement. Group piano instructors wishing to incorporate improvisation in their classes may want to examine textbooks by Heerema, Hilley and Olson, Mach, and Lancaster and Renfrow. The researcher generated curriculum was well received and student perceptions (regardless of treatment) of improvisation were positive as the majority of students revealed that their successful keyboard improvisations surprised them. Pretest/Posttest findings suggest that the participants in this study (n = 14) increased their improvisation achievement skills 77 points from a pretest mean of 29 (sd = 38.59) to a Posttest mean of 106 (sd = 89.75). A two way, repeated measures (mixed design) ANOVA was calculated and no significant effect was found between the student’s percentile rank reported on the Total Test of the Advanced Measures of Music Audiation (AMMA) and the scores gained between the Pretest/Posttest administration of the Keyboard Improvisation Achievement Test (KIAT). The findings of this study suggest that instruction in improvisation is beneficial to students enrolled in freshmen collegiate group piano classes. Participants in this study reported that improvisation increased their concentration skills and though they were often anxious about performing in front of their peers, they enjoyed listening and learning from their classmates. Music educators are encouraged to include improvisation in their class teachings and the group piano class is an excellent venue to promote and develop this skill as it provides students an outlet to spontaneously express their musical thoughts.
Download or read book Music Theory Through Improvisation written by Ed Sarath and published by Routledge. This book was released on 2013-07-04 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for Music Theory courses, Music Theory Through Improvisation presents a unique approach to basic theory and musicianship training that examines the study of traditional theory through the art of improvisation. The book follows the same general progression of diatonic to non-diatonic harmony in conventional approaches, but integrates improvisation, composition, keyboard harmony, analysis, and rhythm. Conventional approaches to basic musicianship have largely been oriented toward study of common practice harmony from the Euroclassical tradition, with a heavy emphasis in four-part chorale writing. The author’s entirely new pathway places the study of harmony within improvisation and composition in stylistically diverse format, with jazz and popular music serving as important stylistic sources. Supplemental materials include a play-along audio in the downloadable resources for improvisation and a companion website with resources for students and instructors.
Download or read book Improvisation and Music Education written by Ajay Heble and published by Routledge. This book was released on 2016-02-19 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers compelling new perspectives on the revolutionary potential of improvisation pedagogy. Bringing together contributions from leading musicians, scholars, and teachers from around the world, the volume articulates how improvisation can breathe new life into old curricula; how it can help teachers and students to communicate more effectively; how it can break down damaging ideological boundaries between classrooms and communities; and how it can help students become more thoughtful, engaged, and activist global citizens. In the last two decades, a growing number of music educators, music education researchers, musicologists, cultural theorists, creative practitioners, and ethnomusicologists have suggested that a greater emphasis on improvisation in music performance, history, and theory classes offers enormous potential for pedagogical enrichment. This book will help educators realize that potential by exploring improvisation along a variety of trajectories. Essays offer readers both theoretical explorations of improvisation and music education from a wide array of vantage points, and practical explanations of how the theory can be implemented in real situations in communities and classrooms. It will therefore be of interest to teachers and students in numerous modes of pedagogy and fields of study, as well as students and faculty in the academic fields of music education, jazz studies, ethnomusicology, musicology, cultural studies, and popular culture studies.
Download or read book The Use of Keyboard Improvisation to Reconcile Variations in Keyboard Approaches Between Music Theory and Class Piano Curricula written by Laurel Larsen and published by ProQuest. This book was released on 2007 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Piano in Groups written by Christopher Fisher and published by Oxford University Press. This book was released on 2010-04-16 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Piano in Groups provides a one-stop compendium of information related to all aspects of group piano teaching. Motivated by an ever-growing interest in this instructional method and its widespread mandatory inclusion in piano pedagogy curricula, Christopher Fisher highlights the proven viability and success of group piano teaching, and arms front-line group piano instructors with the necessary tools for practical implementation of a system of instruction in their own teaching. Contained within are: a comprehensive history of group piano teaching; accessible overviews of the most important theories and philosophies of group psychology and instruction; suggested group piano curricular competencies; practical implementation strategies; and thorough recommendations for curricular materials, instructional technologies, and equipment. Teaching Piano in Groups also addresses specific considerations for pre-college teaching scenarios, the public school group piano classroom, and college-level group piano programs for both music major and non-music majors. Teaching Piano in Groups is accompanied by an extensive companion website, featuring a multi-format listing of resources as well as interviews with several group piano pedagogues.
Download or read book Improvisation in the Music Classroom written by Edwin Gordon and published by Boydell & Brewer Ltd. This book was released on 2003 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: With Improvisation in the Music Classroom, author Edwin E. Gordon, one of the world's foremost experts in the fields of music aptitude, music education, and audiation, offers a compelling case for expanding today's general music curriculum to include improvisation. And with this book, Dr. Gordon provides the sequential tools general music teachers and students need to begin improvising. Beginning with rhythm, Dr. Gordon thoroughly explains improvisation and then makes practical suggestions for classroom learning. He continues with lessons in tonalities, melodic patterns, harmonic patterns, harmonic improvisation, and advanced harmonic improvisation. The book concludes with suggestions for making the transition from vocal improvisation to instrumental improvisation. Based on Dr. Gordon's own observational and experimental research, this book takes the intimidation out of improvising and provides practical and fun education exercises to help students become ready to improvise [Publisher description]
Download or read book Music Discovery written by Daniel J. Healy and published by Oxford University Press, USA. This book was released on 2020 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: ""Improvisation is spontaneity in music. It can be beautiful, uplifting, and unnerving all at the same. It happens instantaneously, in a unique context, with ideas never to be performed the same way again. It can be the result of years of practice or an unexpected reaction to a collaborative musical moment. As Spolin so eloquently explains, it provides musicians with an opportunity to explore a musical situation where boundaries can be stretched and new ideas can be enacted. Out of these experiences comes a sense of freedom and agency that can inspire a young musician. We have seen the power of these experiences in our own students, and we hope to foster those same experiences for students through the teaching approaches and activities discussed in this book. Where do improvised musical moments live in the typical music curriculum? We know that it is a challenge to incorporate improvisation on a consistent basis. As new music teachers, we often incorporated improvisation as a culminating experience at the end of a unit, or we saved improvisation experiences until concerts were completed. Improvisation did not seem like something that we could address year-long when the demands of content or performance were so great. It changed our teaching when we realized that we could integrate music improvisation activities consistently into the ensemble or music classroom curriculum. Furthermore, we realized that we did not need to hit the ""pause"" button on concert preparation to work on an improvisation unit, both repertoire and improvisation could advance our students' performance abilities. A music teacher can do this in a group setting by tapping into students' diverse personalities and voices. Improvisation is often framed as an independent enterprise, but an eclectic group of students provides boundless opportunities for rich and varied musical collaboration. Moreover, the teacher can be essential in facilitating vibrant group improvisation experiences. There is something different that happens in musical development when we set up opportunities for students to make spontaneous musical choices for themselves. Students begin to listen differently, watch differently, feel differently, and perform differently if we give them the space to stretch musical boundaries and create their own musical ideas. How do we know that students change when they begin to improvise? By focusing on musical elements in improvised activities such as melody, harmony, rhythm, timbre/texture, articulation, and dynamics consistently over time-we have seen students transform. By grounding musical improvisation in these musical elements, students can begin to connect and produce music that reflects layered levels of musical understanding. Furthermore, when lessons are exploratory, interdisciplinary, or inspired by principles in various genres students will experience more fluid musical interactions, become more attuned to their neighbors, and more open and adaptive to musical ideas. This book is designed to provide an accessible approach to including musical improvisation in the large ensemble and classroom setting. It is largely based on the transformative musical experiences we have had with students when we began incorporating improvisation into our teaching. The spontaneous and unpredictable nature of musical improvisation can be challenging, but the rewards far outweigh any momentary trepidation that teachers and students might feel. The pedagogical suggestions and lesson plans presented will make the benefits of teaching and learning improvisation clear and provide an approach that is adaptable and manageable for music teachers working with large numbers of students. In doing so, teachers will learn more about students' musical thinking and will enhance musicianship skills for their entire ensembles. The 2014 National Music Standards call for music teachers to engage students in the musical process of creation and describes improvisation as an integral experience. Yet we know, many teachers, particularly in large ensembles and classroom settings, still struggle to find ways to make improvisation a reality (Bernhard, 2013; Bernhard & Stringham, 2016; Schopp, 2006). The book is framed around practical and flexible ideas for implementing improvisation activities. The lesson activities borrow broad principles from different musical styles and genres to provide a variety of improvisation settings and appeal to diverse student interests. Many activities are exploratory in nature allowing students to play and respond to each other while also focusing on core musical elements such as melody and rhythm. Interdisciplinary teaching approaches and resources are suggested throughout many of the lessons to enhance creative expression and build connections between the arts. Lessons include learning objectives, detailed procedures, assessments, benefits, recordings, and mp3 examples. ""--
Download or read book Beginning Jazz Improvisation Instruction at the Collegiate Level written by David Earl Hart and published by . This book was released on 2011 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the intent of improving improvisation curriculum and instruction at the collegiate level, the purpose of this descriptive study was to describe improvisation achievement and personal perspectives of collegiate undergraduate non-jazz majors following 14 weeks of learning to improvise. Improvisation has not traditionally been part of core curricula in collegiate music education programs. Researchers have requested the need for inclusion of improvisation in collegiate curricula. With addition of Jazz Studies as a major for undergraduate and graduate study over the last 50 years, more curricula include beginning jazz improvisation courses for music majors who are not studying jazz. Many music education departments require an improvisation class for their majors. For many students, this is their first exposure to improvisation. The following research questions guided this study: 1. What are performance and improvisation achievement levels for collegiate undergraduate students following 14 weeks of instruction using a sequential music curriculum designed for a beginning jazz improvisation class? 2. What are the relationships between music aptitude and (a) performance achievement, (b) improvisation achievement, (c) composite music achievement, and (d) singing achievement? and 3. How does improvisation instruction influence perceptions of learning by participants? Based on data gathered in this study, four conclusions are warranted (a) Collegiate non-jazz major students are capable of engaging in meaningful improvisations, (b) Learning to improvise has a positive effect on overall musicianship, (c) Improvisation and singing achievement are related to overall performance achievement, and (d) Rating scales used in this study are appropriate tools for measuring music achievement achievement and personal perspectives of collegiate undergraduate non-jazz majors following 14 weeks of learning to improvise.
Download or read book The Effect of Improvisation in Given Rhythms on Rhythmic Accuracy in Sight Reading Achievement by College Elementary Group Piano Students written by David R. Montano and published by . This book was released on 1983 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improvisation Method written by Colin Andrews Wood and published by . This book was released on 2019 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: National standards in music education from elementary through the university level dictate that students should receive instruction in musical improvisation. However, most university music curricula do not include coursework devoted to the subject. This document first examines the calls for reform in collegiate music education as well as the challenges and barriers to change. Then, a review of literature illuminates motivations for incorporating improvisation in music education, the benefits of improvisation training, research on assessment in improvisation, and methods for teaching improvisation. A comprehensive semester-long course for teaching non-idiomatic improvisation at the undergraduate level to musicians of all instruments and backgrounds follows. The course design, assignments, and activities are all detailed to facilitate potential adoption by collegiate institutions. The document concludes with avenues for further research on the topic. It is the hope of this author that this document inspires the creation and adoption of courses in improvisation at colleges and universities.
Download or read book The New Handbook of Research on Music Teaching and Learning written by Music Educators National Conference (U.S.) and published by Oxford University Press. This book was released on 2002-04-18 with total page 1249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.
Download or read book Survey of Improvisation in Group Piano Curricula in Colleges and Universities Accredited by the National Association of Schools of Music written by Eric Mark Laughlin and published by . This book was released on 2004 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Integration of Improvisation in the Curriculum of String Orchestral Music Education for K 12 written by Felipe Tobar Blanco and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Music improvisation has been part of many forms of traditional and folk music since the beginning of human civilization. However, it seems that improvisation has been left out of the curriculum for traditional western music education, especially in the last 100 years. By pairing the instrumental abilities that students are learning within a specific curriculum with abilities in improvisation, students will develop a deeper perspective of music as a whole. Strengthening skills in improvisation will help students to develop a set of skills that is necessary for any musician in the twenty-first century. Through the experience of integrating music improvisation skills to a traditional curriculum, this thesis explores the tradition of improvising, the approach of some of the masters of classical music to improvisation, other experiences using improvisation in the classroom, and the available material created to implement creativity to the world of classic string instruments. This thesis also takes a look at the preliminary studies on how the art of improvising music appears to change some parts of the brain related to creativity and self expression, the possibility of learning new abilities through the study of improvisation, the challenges of implementing improvisation skills in a classroom setting, the use of technology as a tool for teaching and practicing improvisation and overall the benefits of incorporating improvisation as a necessary and vital part of learning music. The main focus of this thesis will be on how to incorporate all these different skills including improvisation, diverse repertoire and modern techniques related to music (basic knowledge of acoustics and use of technology) into a more traditional curriculum, based on the experience of different music schools, educators and the experience of teaching these skills to young students."--
Download or read book Structure and Improvisation in Creative Teaching written by R. Keith Sawyer and published by Cambridge University Press. This book was released on 2011-06-27 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals.
Download or read book Improvisation in the Undergraduate Music Theory Curriculum written by Ashley Appel Pontiff and published by . This book was released on 2017 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary goal of this paper is to analyze improvisation exercises in current music theory and pedagogy texts, begin to map the full variety of approaches currently in use, and consider their pedagogical implications.
