Tracks for kids' improvsisations!

Improvisation is so important for developing kids' musical creativity and independent musicianship!  Here are some super fun YouTube backing tracks for kids to improvise melodies to.  

My students use recorders to improvise to these tracks, but they would also work with xylophones, voices, or ukuleles playing melodies.

Process:

• Start the track and demonstrate some of the improvisation for the students.
• Show them which notes they are allowed to use for the improv.
• "Trade 4's" with the students, where you improvise musical questions, and as a class they improvise musical answers
• Give students time to explore possibilities with their own instrument, improvising to the track.
• Allow volunteers to demonstrate their improvisations, having students clap after the solos as if it was a jazz performance, and flowing from one soloist into another.
• Add more pitches to what they are able to use in their improvisations, repeating the process. 

1. Guitar backing track in A-Aeolian, with Am and G as the main chords:

      Have students improvise rhythms first on A, then melodies with A and E since they're LA and MI

     Next A and G only

     Then A, G, and E

     Then A, G, B, and E. 

     Remind students that A is the resting tone so they could make some of their phrases end on A.

     If you're having your students improvise with ukuleles, they could play Am and G chords improvising strumming rhythms, or they could play melodically in the process described above.

2.  Slow rock E minor backing track

      

3. Fast rock E minor backing track:

     Kids improvise with E, G, A, and B first.

     Then let them add D and F# if they know how to play them on recorder.

Christmas circle game: tonal creativity focus

I do this with the song "Santa Claus is Comin' to Town," as a way to take a song from my school's holiday sing-along and make an MLT classroom activity out of it. You could also substitute any Christmas song for it.  Here's the game:

• All students sit in the circle and keep the beat to the song.  Choose 1 kid to be the first Santa.  Santa creates a major tonal pattern (at Aural/Oral or Verbal Association, whichever level your students are at), and all students repeat that pattern after Santa.

• Then everyone except Santa closes their eyes, and Santa chooses one of two very small toys to hold in their hand.  This could be any 2 items small enough to fit in a child's hand; I use two tiny polar bears, one with red on the bottom and one with green.  One of the toys represents "Naughty" and the other represents "Nice."  (With the 2 toys I use, the red polar bear is naughty and the green one is nice.)

• Santa hides the toy they picked in their hand, and the teacher hides the toy Santa DIDN'T pick in the teacher's own hand.

• Then Santa walks around the inside of the circle to the beat of the song as all students sing.  Santa can even move as if they're carrying a heavy bag of toys, adding heavy movement exploration to the activity.  At the end of the song, whoever Santa lands in front of guesses whether Santa has the Naughty toy or the Nice toy in their hand.  If they are right, they get to be the next Santa. If they are wrong, the same kid gets to be Santa again. After they guess, whether they're right or wrong, they share their own tonal pattern for the class to repeat!

• If the guesser was wrong, all kids close their eyes again and the same Santa gets to either change which toy they have or keep the same one.  If the guesser was correct, the guesser is the new Santa and picks the toy as all kids close their eyes!  

Wake Up! Locrian song + rhythmic improv

Songs used: Slow Locrian song from Experimental Songs and Chants without Words and Wake Up! chant from Music Play

My kindergarteners LOVED this activity this year and would always beg for us to keep going longer!! 

Musical concepts covered in this lesson:

• exposure to Locrian tonality, duple meter, and triple meter
• vocal exploration (they looooove the tongue trill at the end of the song
• AB/AAB form
• 2 meters and 2 tempi, duple and triple + fast and slow
• piano and forte
• flow with pulsations
• rhythmic improvisation

Lesson:

• Tell the students to lean their heads onto their hands and close their eyes, pretending to sleep. Sing the slow part of the song, gently rocking back and forth on macrobeats. At the fast part of the song, use exaggerated facial expressions and large flicking movements on macrobeats (flow with pulsations) to "wake up." Pretend to stretch from high to low as you do the tongue trill at the end.

• After the song is over, pick one student who was keeping the beat well to come into the middle. As you sing the song again, their job is to audiate their own rhythm pattern in triple meter. Give examples. They lie in the middle of the circle and pretend to sleep, then wake up, then chant their rhythm pattern on "BA." 

• That student looks for someone who is really trying their best (or listening well, or keeping the beat well, or moving with flow well, etc.) to be the next improviser. This incentive really motivates all the students to try their best, knowing they may get a turn soon!

Variations/Extensions:

• Use a cat puppet and a mouse puppet. Tell the students during the song, one of them will move up and down to the macrobeat, and the other to the microbeat. For example, move the cat during the fast section to the eighth notes (microbeat), and move the mouse during the slow section to the dotted quarter notes (macrobeat).     You can also use the two animals to show two different dynamic levels during the two parts of the song.  Which animal was singing piano, and which one was singing forte?

• Have the student in the middle improvise rhythms in a Q&A rhythm "conversation" with you. Making sure the triple meter tempo you chanted the song isn't TOO fast, you chant one pattern, and they chant something different back to you.

***What Do You Do With a Drowsy Sailor?***
 This activity can also be done with the song "Drunken Sailor," replacing the word "drunken" with "drowsy." I did Drowsy Sailor with 3rd and 4th graders, who loved it and would choose it on music choice day when they had the option between different activities!

For Drowsy Sailor, students stand in the circle, moving the macrobeat in their heels and tapping the microbeat on their shoulders. On the words, "Way, hey, and up," students do a move that they as a class created (my students like moving one arm up and accenting the word "up").

One person is lying in the middle of the circle, and starts to wake up at the words "Way, hey, and up." After the song is over, they improvise a rhythm in duple meter using syllables, such as DU-DE DU, DU-DE DU.

Little Dog, Little Dog: Phrygian song + Rhythmic improv

Here's a Phrygian song I used with 1st grade this year on a concert. Here was the format I used:

-All students sang verse 1 (Little dog...), 

-2 kids each did 4 bars of rhythmic improv using "roof." For example, "Roof roof-roof roof roof, roof roof!"

-All students sang verse 2 (Kitty cat...)

-2 kids did 4 bars each of rhythmic improv using "meow"

-All students sang verse 3 (Bunny rabbit...)

-2 kids did 4 bars each of rhythmic improv using "hop" (one soloist chose to say "hoppity")

-All students sang verse 1 again

Lesson Idea:

As the kids were first learning the song, they would be assigned rhythm stick partners -- meaning they and a partner would be given 1 rhythm stick, and each kid held one end of the stick. Together, they would move back and forth to the beat, connected by the stick. This actually helps kids with weaker rhythm abilities to develop that sense of beat, because they're connected to a kid with a strong sense of beat!  So cool!

Then after the verse is over, the partners have a rhythm conversation.  One person improvises a 4-measure rhythm using "roof," "meow," or "hop," depending on what verse we're on, and the other person improvises 4 different measures right after them!

2nd grade demo: Learning Sequence Activity and rhythmic improv!

One of my classes has the honor of being selected to be part of a book being published about music teaching methods!  The book, which will be published by Oxford University Press, will be titled Approaches to Teaching Classroom Music.  Dr. Cynthia Taggart, one of my former professors, wrote the chapter about the method of music teaching called Music Learning Theory.  She asked many teachers she knows for video of students learning music with MLT.  This video was one of only 3 videos selected for the book chapter! 

The book will have a QR code linking to the video that readers will be able to scan on a smartphone or iPad. In the video, 2nd graders are singing in their Learning Sequence Activity patterns and improvising rhythms with a song called “Someone Special Gets the Drum”! Congrats to these 2nd graders on their accomplishment!!!