Composition & Improvisation

Here’s a project I’ve done which incorporates different strategies and programs, step by step (one of my favorite things to do): 1. Preparatory Learning: Teach the 4 LH positions of Greensleeves (before we get to Greensleeves). That’s the whole assignment. 2. Comp & Improv: Once…

• Last updated 1 week ago
• arrangement, arranging, C & I, comp & improv, comp and improv, comp/improv, Greensleeves, ideas for improvisation, improv, improv ideas, improvisation, improvisation ideas, improvising, Laurie Richards, preparatory learning

I’ve got a question for you. During each lesson, I have my students do an improvisation or play their composition. I just received a short composition in which the piece doesn’t end on a tonic key. I texted her mom about that, and she said…

• Last updated 8 months ago
• chord, chord theory, chords, comp, comp & improv, comp and improv, complex chords, composing, composing with chords, composition, compositions, deceptive cadence, ending, ending chord, final chord, imperfect cadence, last chord, Neil Moore, scale theory, student composition, theory, tonic, writing compositions

I have a student in her 70’s who is working on Walk at Eleven. We have been over all the clues many times (C to A to D to G, focusing on the notes a half step above or a half step below, etc.); despite…

• Last updated 2 years ago
• adult, adult lessons, adult student, adult students, adults, adults with memory problems, blues, blues songs, coaching adults, FL9, Foundation 9, foundation level 9, half steps, improvisation, improvising, it takes as long as it takes, Level 9, older student, older students, remember, remembering, remembering patterns, Robin Keehn, target notes, teaching adults, teaching half steps, Walk at 11, Walk at Eleven, walking bass

How would you explain to 12-14 year old kids why learning to improvise and compose songs is part of the simply music program? How does it help them learn to play songs, if that is their goal? Do you have the Tune Toolkit Program? The…

• Last updated 2 years ago
• #ttci, arranging, benefits of improv, C & I, C&I, comp & improv, comp and improv, comp/improv, composing, composition, composition skills, CP, creative projects, creativity, cross-pollinate, developing creativity, developing generative skills, expression, fun, generative, generative learning, generative students, Gordon Harvey, handling mistakes, improv, improvisation, improvise through mistakes, improvising, interpretation, interpretation of classical pieces, jazz interpretation, keep going through mistakes, mistakes, musical expression, playing through mistakes, refusing to compose, refusing to improvise, resistance to c&i, self expression, self generative, skills, Tune Toolkit

This is a question about The Blues Improv Program. When we get to The Ensemble Approach Project #15, when you use the Bishop Chords or 13ths in the LH and the Blues Scale in the RH, my students say it doesn’t sound good when we…

• Last updated 3 years ago
• 13th chords, B&I, Bishop chords, blues & improv, blues & improvisation, Blues and improv, blues and improv program, blues chords, blues harmony, blues in every key, chord voicings, chords, complex chords, don’t like blues, ensemble, ensemble playing, identifying Bishop St chords, teaching help with blues and improv, voicing, voicing chords, voicing jazz chords

Wondering if anyone has used the Blues Infusion program in a “flipped classroom” way, where you send students to watch it on their own and follow up in class? I feel it could be a good extra project for students in groups who want more.…

• Last updated 4 years ago
• BIP, Blues Infusion, Blues Infusion Program, flipped classroom, Laurie Richards, roles, self generating, self generative, self study, self study programs, self-generate, self-generation, self-study program, three legged stool

I recently had a recital in conjunction with another teacher and it was very successful. It was a noisy afternoon but lots of fun. All students played a piece of their choice. Then we had some accompaniment peices with words for everyone to join in.…

• Last updated 4 years ago
• C&I, chord games, comp & improv, comp and improv, comp/improv, concert, games, improv, improvisation, improvising, musical games, open stage, performance, playing duet at recital, recital

I’m having my students compose and notate a piece. Of course notating rhythm is a challenge for some, but a wonderful way to have them ‘self generate’ as best they can. We do a ‘back in forth’ where I help them tweak it so it…

• Last updated 4 years ago
• C&I, comp, comp & improv, comp and improv, comp/improv, composing, composition, composition projects, compositions, notating compositions, notation, notation software, remembering compositions, student composition, transcribing composition, writing, writing compositions, writing rhythm, writing rhythms, written music, written rhythm

Mark S. Meritt, I’m studying I, IV, V progressions in Tune Toolkit 1 right now. In one of the subvideos, you recommend student play along with an electronic accompaniment that changes its chord accompaniment based on what you play in your left hand (like what…

• Last updated 4 years ago
• #ttci, backing tracks, Chordbot, electronic accompaniment, iRealPro, jam tracks, playing with audio tracks, soundtracks, Tin Pan Rhythm, Tune Toolkit, Tune Toolkit Teaching Techniques

I’ve been trying a few of Kristin Fairfield’s song writing tips lately. I tried to do the group chord progression where I ask my students to give me 4 random chords. I actually forgot to limit it to all whites or all blacks but anyway,…

• Last updated 4 years ago
• chords, composition, composition projects, compositions, flash cards, group