Improvise rhythmic and melodic phrases freely or within given structures, individually or as part of a group
For drum kit, encourage learners to develop an eight-, 12-, 16-bar sequence, changing the bass drum patterns and fills in each four-bar phrase.
Develop the awareness of the vital role of the drum kit as an accompanying instrument, i.e. providing support for the melody. When playing fills, it is often more effective for learners to use a simple rhythm with few notes, e.g. a flam instead of four semiquavers, rather than filling each beat.
For pitched percussion, ask learners to:
- improvise sections of a melody above a chord sequence played on the piano or a backing track, having first demonstrated the idea. (Focus on musical coherence and an awareness of expressive possibilities)
- play question-and-answer games with each other and/or the teacher
- develop improvisations within a simple structure and mood
Use simple chord patterns in the key of C, e.g. C/E/F/G or C/Am/Dm/ G. There are many backing tracks freely available online, as well as apps that will generate a backing track if you enter a sequence of chords, such as iReal Pro.
In whole-class Latin American percussion sessions, develop traditional question and answer ‘calls’, using more complex rhythms and rhythms in parts rather than in unison.
Demonstrate the idea of a ‘sandwich rondo’ and how episodes can be created in between the main tune. Ask learners to improvise the main tune whilst the teacher plays the episode. Swap roles: teacher plays rondo and learner improvises episodes. In group lessons, learners can share the roles.
Teachers might like to use this as an opportunity to reinforce attention to phrasing and melodic shaping.
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