improv

Just wondering if the sheet music for ‘Lament’ in the Jazz program is treated as a completely separate exercise to the improvisation in the reference book. Alternatively, do we work out what 4 note chords to use in the LH for the sheet music version…

• Last updated 2 months ago
• Gordon Harvey, improv, improvisation, jazz, Jazz 1, jazz clue 1, jazz clue 2, jazz clues, jazz program, jazz program questions, JC, Lament, modes, stride

Sometimes in a shared lesson, one student is ready to move on from a project before others are quite ready. Let’s share some ideas for an extra “filler” project for that student. I’ll start: Utilize one of the Supplemental Programs – assign one project from…

• Last updated 5 months ago
• arrangement, arranging, Blues Infusion, Blues Infusion Program, Chord Drill, comfort in teaching groups, creative projects, different levels, different pacing in group, Elizabeth Gaikwad, foundation duets, Foundation Duets and Variations, genres, group, group dynamics, group lesson, group lessons, group obstacles, groups, improv, improvisation, keeping groups together, Laurie Richards, leading groups, managing groups, managing shared lessons, motivation, new variation, Notion, pacing, positive peer pressure, readiness, ready, shared, shared lesson, shared lesson ideas, shared lesson management, shared lessons, shared lessons management, siblings moving at a different pace, songs for children, Songs for Christmas, Songs for Everyone, speed of learning, speed of progress, students in groups with different abilities, students progressing differently, students speed of progress, styles, Teacher Collection, teaching groups, Tune Toolkit, variation, variations

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 5 months 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

I’m realizing something is missing in my musical life. I want to make music with other musicians (apart from just my studio students). What do you all do to express yourselves musically in the community? I’ve always mainly played in educational/church settings. Now I’d rather…

• Last updated 6 months ago
• accompaniment, band, bands, choir, chorus, collaborating, collaboration, duet, duets, ensemble, ensemble playing, folk music, gig, gigging, gigs, Gordon Harvey, guitar, guitarist, improv, improvisation, jam, jam sessions, jamming, jams, lead sheets, making music, making music with others, melodica, music group, open mic, other musicians, playing with other musicians, playing with others, praise band, public performances, singer, ukulele, vocalist, worship band

I am going deeper into “scale” with my more advanced students in the Development Levels and in Accompaniment 2. Having come from a very extensive classical musical training, I understand scale, key signature, and advanced theory. However, a student has asked me, and I ask…

• Last updated 1 year ago
• comp & improv, comp and improv, comp/improv, geography, geography of keyboard, Gordon Harvey, improv, improv ideas, improvisation, improvisation ideas, improvising, integrated theory, key, key signature, keyboard geography, Laurie Richards, naturally occuring 3s and 4s, NO34, Robin Keehn, scale, scale fingering, scale journey, scale maps, scale theory, scale tone chords, scales, teaching scale, theory

Since my email last night regarding the “Swim Coach” reference to teaching students who play better than you do, I’ve had a couple of emails asking about what exactly “Self-Generating” or “generative” teaching or learning is. What it means, in a nutshell, is the ability…

• Last updated 2 years ago
• arrangements, comp, comp & improv, comp and improv, comp/improv, composing, composition, compositions, developing generative skills, generative, generative learning, generative students, generative tools, identifying patterns, improv, improvisation, improvising, patterns, Robin Keehn, self generating, self generative, self-generate, self-generation

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 2 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

MAC aka Music and Creativity PRogram: I love the extra projects and also Neils’s videos and seems there is a lot that is not part of F1 in MAC. Wondering if it woudl be a consideration to use MAC as a start to lessons (instead…

• Last updated 1 year ago
• ideas for improvisation, improv, improv for beginners, improv ideas, improvisation, improvisation ideas, improvising, MAC, MAC Foundation Program, MAC Program, Music & Creativity, Neil Moore, Neil's Responses (YouTube Videos), soundtracks

Below is an email from a parent. Any advice on strategies I could suggest? This student has been with me for about 6 months. He is in first grade and is moving through Foundation pieces at a just-under-average pace. I have noticed memory is an…

• Last updated 1 year ago
• #ttci, 3:1 2:1 1:1 ratio learning paces, 50 lessons per year, a year of lessons, audio recording, Audio recordings, benefits of improv, breadth vs depth, C&I, comp, comp & improv, comp and improv, comp/improv, composing, composition, composition skills, compositions, creative projects, creativity, depth vs. breadth in knowledge, developing creativity, diagram, diagrams, improv, improv at lessons, improv for beginners, improving teaching, improvisation, improvising, Laurie Richards, learning pace, lessons per year, Neil Moore, Neil's Responses (YouTube Videos), normal progress, pace, pace of learning, pace of teaching, progress, rate of learning, rate of progress, record students, recording, recording comp and improv, recording pieces, recording students, remember, remembering, remembering compositions, remembering patterns, resistance to c&i, resistant students, simplified melody, simplify this, slow pace, slow progress, speed of learning, speed of progress, student composition, student processing and resisting approach, student progress, student recordings, student reluctant to improv, students progressing differently, students speed of progress, taking videos, toolkit, Tune Toolkit, Tune Toolkit Teaching Techniques, video, video recording students, writing compositions

Visiting a teacher’s lesson recently, Neil Moore was asked by one of the students, to say more about the importance of improvisation. Here’s his response. Importance of Improvisation https://www.youtube.com/watch?v=GgLauBzhxTc&list=PL3o0aF_9qHn4F2sy8QRuPb_jf_r4D9823&index=13 Original video posted May 11, 2020

• Last updated 1 year ago
• benefits of improv, C&I, comp & improv, comp and improv, comp/improv, creative projects, creativity, developing creativity, improv, improv at lessons, improv for beginners, improving teaching, improvisation, improvising, Neil Moore, Neil's Responses (YouTube Videos), resistance to c&i, resistant students, student processing and resisting approach, student reluctant to improv