Registration
- Make creative and musically expressive choices by:
- applying given registration directions and experimenting with alternatives where appropriate
- using fills and accompaniment variations to highlight simple phrasing and structure
- making simple changes of voice within a performance for expressive effect
- using the volume control for creative dynamic effect
Encourage learners to practise setting up registration effectively and quickly, taking account of the auto-accompaniment, voice and tempo. Ask them to follow written instructions and to experiment with alternatives, discussing the musical effects.
Show learners how to use the syncro-start facility, pre-programmed intros and endings. Encourage them to begin using them as appropriate. Experiment with alternatives, including using start/stop for a simple, drum-only introduction, or playing an upbeat, unaccompanied introduction using syncro-start in the following bar.
Pre-programmed intros can be used very effectively but do not necessarily always provide the best start for pieces.
Demonstrate how fills can be used to highlight phrasing. Ask learners to explore where fills may be used in a familiar piece, marking in phrasing using slurs or otherwise indicating that a fill is to be used.
Show how auto-accompaniment variations can be used to highlight structure, e.g. a strophic verse-chorus pattern. Ask learners to identify and discuss the form of a familiar piece, exploring where auto-accompaniment variations can contribute to the listener’s appreciation of the structure.
In the notation, show where auto-accompaniment variations are to be introduced and ended.
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