Teaching Improvisation through Melody and Blues-Based Harmony: A Comprehensive and Sequential Approach

Autor/in	Heil, Leila
Titel	Teaching Improvisation through Melody and Blues-Based Harmony: A Comprehensive and Sequential Approach
Quelle	In: Music Educators Journal, 104 (2017) 1, S.40-46 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432117711484
Schlagwörter	Leitfaden; Unterricht; Lehrer; Music Education; Teaching Methods; Creative Teaching; Creativity; Music Teachers; Sequential Approach; Singing; Musical Instruments + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kreativität; Music; Musiklehrer; Schrittfolge; Gesang; Musikinstrument
Abstract	This article describes a sequential approach to improvisation teaching that can be used with students at various age and ability levels by any educator, regardless of improvisation experience. The 2014 National Core Music Standards include improvisation as a central component in musical learning and promote instructional approaches that are contextual, integrate musical concepts, and facilitate group interaction. The described approach focuses on the how and the why of improvisation instruction, offering a pedagogical guide through the teaching process using concepts of melody, harmony, rhythm, texture, and formal structure. Rather than a collection of isolated activities, the sequence builds on skills and concepts that are applied in authentic and meaningful group interactions. Examples are based on the blues and teaching techniques commonly used by jazz educators that can be adapted to any musical genre. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01