Improvise in a variety of genres and styles, sustaining and developing musical ideas and achieving different intended musical effects with the instrument
Regularly ask learners to make up improvisations:
- in particular styles, e.g. rags, folk-songs, rock and pop; draw on relevant musical devices from pieces being learnt, where appropriate
- by varying a theme, exploring contrasts of elements, e.g. pitch, rhythm, tonality, dynamics
- using a free theme based on the mood or character of a piece, e.g. sense of autumn, clouds, jollity, sadness, open space, speed, night time
Improvisation provides opportunities for learners to extend their own musical ideas within the context of what they have learned. As instrumental skills and knowledge develop, so should fluency in improvisation. Improvisation enables musicians to gain a deeper insight into musical styles as well as encouraging them to express their own feelings. It should, above all, be an enjoyable activity, undertaken in a relaxed and supportive atmosphere, with the teacher joining in.
Accompany learners as they develop more fluency and confidence with the 12-bar blues and improvisations over given diatonic chord progressions (see Programme of Study 2).
Discuss the results of the improvisations with learners, perhaps considering the appropriateness of style, development of ideas, use of musical elements, structure and overall outcome.
Suggest and demonstrate further ways of developing and refining ideas, whilst building up learners’ confidence.
Make a recording, if possible.
It is vital to check the policy of the school or other organisation you are working in with regards to any form of recording. Children must never be videoed without parental consent and all policies regarding use and storage of recordings must be adhered to.
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Continue exploring the current Programme of Study
