Videos and Other Educational Resources
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Larry Shea
Youtube lesson Strategy
11/17/15
Grade: 8th
Topic: Students are working on musical improvisation. This lesson will focus on introducing basic improvisation concepts, especially for soloing over a twelve blues form.
Learning Objectives: At this end of this lesson, students will be able to construct and demonstrate an improvisational solo over a twelve bar blues using creative techniques, phrasing, and dynamics.
Video and Web Sources:
Video Links:
TeachingChannel.org- Learning basics of keyboard improvisation
Teachingchanell.org is a great resource for learning all different educational concepts inside and outside the classroom. In this video, viewers will acquire a great set of knowledge and skills on the basics of improvisation by seeing how students in a real classroom setting learn to improvise.
Making Music Magazine- How to improvise on piano using the blues scale
Making music magazine is a great resource that allows viewers to see musical components being taught in a visual and helpful learning manner. In this video, they discuss the use of the blues scale, and creative techniques that can be applied with it in improvisation.
Berklee College of Music- Jefff Stout Soloing private lesson
Berklee College of Music is one of the greatest education facilities in the world for studying contemporary and many other styles music. Watch Berklee brass professor Jeff Stout discuss important improvisational techniques and considerations.
Miles Davis- “All Blues”
Listen to Miles Davis’ solo on the song “All blues” using the many different improvisational concepts learned throughout the previous videos.
B flat blues backing track
Use this backing track to practice and experiment your own musical improvisation skills.
Websites:
www.freejazzlessons.com
Freejazzlessons.com offers a great amount of resources for teaching basics to advanced concepts of jazz and other styles of music. In this instance, they talk about 10 important and unique scales that can be used in improvisational settings, and how to use them to create distinctive licks and phrases.
Lesson Activities:
NAfME Standards:
Creating
MU:Cr1.1.8a -Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
Performing
MU:Pr4.1.8a Apply personally- developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
MU:Pr4.3.8a Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).
MU:Pr6.1.8a Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent.
Responding
MU:Re7.1.8a Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.
MU:Re7.2.8a Compare how the elements of music and expressive qualities relate to the structure within programs of music.
MU:Re8.1.7a Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.
MU:Re9.1.8a Apply appropriate personally- developed criteria to evaluate musical works or performances.
Connecting
MU:Cn10.0.8a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, and convey expressive intent.
MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
Massachusetts State Standards
Youtube lesson Strategy
11/17/15
Grade: 8th
Topic: Students are working on musical improvisation. This lesson will focus on introducing basic improvisation concepts, especially for soloing over a twelve blues form.
Learning Objectives: At this end of this lesson, students will be able to construct and demonstrate an improvisational solo over a twelve bar blues using creative techniques, phrasing, and dynamics.
Video and Web Sources:
Video Links:
TeachingChannel.org- Learning basics of keyboard improvisation
Teachingchanell.org is a great resource for learning all different educational concepts inside and outside the classroom. In this video, viewers will acquire a great set of knowledge and skills on the basics of improvisation by seeing how students in a real classroom setting learn to improvise.
Making Music Magazine- How to improvise on piano using the blues scale
Making music magazine is a great resource that allows viewers to see musical components being taught in a visual and helpful learning manner. In this video, they discuss the use of the blues scale, and creative techniques that can be applied with it in improvisation.
Berklee College of Music- Jefff Stout Soloing private lesson
Berklee College of Music is one of the greatest education facilities in the world for studying contemporary and many other styles music. Watch Berklee brass professor Jeff Stout discuss important improvisational techniques and considerations.
Miles Davis- “All Blues”
Listen to Miles Davis’ solo on the song “All blues” using the many different improvisational concepts learned throughout the previous videos.
B flat blues backing track
Use this backing track to practice and experiment your own musical improvisation skills.
Websites:
www.freejazzlessons.com
Freejazzlessons.com offers a great amount of resources for teaching basics to advanced concepts of jazz and other styles of music. In this instance, they talk about 10 important and unique scales that can be used in improvisational settings, and how to use them to create distinctive licks and phrases.
Lesson Activities:
- Students will watch learning the “Basics of Piano Improvisation” video. After viewing and taking notes, students will choose 5 concepts they learned from the video and explain how they think they can in cooperate them into their own improvisation.
- Students will watch the two videos “Jefff Stout Soloing private lesson” and “How to improvise on piano using the blues scale”. Students will reflect on what concepts they learned from the video, and how those concepts work separately and together in improvisation.
- Students will listen to the song “All blues” by Miles Davis and discuss what components are in the song. They will also discuss what they liked and didn’t like about the solo, and then find two other solos of their choice, reflecting on the same criteria.
- After watching all the videos and using the available video and website resources, students will improvise and apply these concepts to a twelve bar blues backing track and record it. They may use their primary instrument, a piano, or a mallet instrument to do this assignment.
NAfME Standards:
Creating
MU:Cr1.1.8a -Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
Performing
MU:Pr4.1.8a Apply personally- developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
MU:Pr4.3.8a Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).
MU:Pr6.1.8a Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent.
Responding
MU:Re7.1.8a Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.
MU:Re7.2.8a Compare how the elements of music and expressive qualities relate to the structure within programs of music.
MU:Re8.1.7a Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.
MU:Re9.1.8a Apply appropriate personally- developed criteria to evaluate musical works or performances.
Connecting
MU:Cn10.0.8a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, and convey expressive intent.
MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
Massachusetts State Standards
- 4.7 Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys
- 4.8 Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality
- 5.8 Describe specific music occurrences in a given aural example, using appropriate terminology
- 5.11 Listen to formal and informal performances with attention, showing understanding of the protocols of audience behavior appropriate to the style of the performance