A Pedagogy For Non-Jazz Improvisation Through the Progressive Manipulation of Musical Elements
Advisor Information
Christine Beard
Location
UNO Criss Library, Room 231
Presentation Type
Oral Presentation
Start Date
4-3-2016 2:45 PM
End Date
4-3-2016 3:00 PM
Abstract
A Pedagogy for Non-Jazz Improvisation through the Progressive Manipulation of Musical Elements is an exercise based pedagogy introducing and manipulating the standard musical elements of pitch, rhythm, harmony, dynamics, articulation and form as a means for introducing non-jazz improvisational skills to beginning music students and advanced musicians who seek advanced improvisatory skills. The designs of the exercises are to give students opportunity to exercise control over individual musical elements that gradually increase in difficulty and complexity. The gradual manipulation of individual elements of music aides both the playing of written composed music as well as non-written improvisational music making. The model of improvisation on individual and combined musical elements is based on how infants improvise phonemes, which eventually combine to form words in the lingual vernacular. In the same way, as students experiment with individual elements of music through this method, they combine elements resultant in improvisations in the musical vernacular. Furthermore, with a fundamental understanding of the elements of music and extensive control over each element, students of this pedagogy can begin to create their own original musical and artistic language.
A Pedagogy For Non-Jazz Improvisation Through the Progressive Manipulation of Musical Elements
UNO Criss Library, Room 231
A Pedagogy for Non-Jazz Improvisation through the Progressive Manipulation of Musical Elements is an exercise based pedagogy introducing and manipulating the standard musical elements of pitch, rhythm, harmony, dynamics, articulation and form as a means for introducing non-jazz improvisational skills to beginning music students and advanced musicians who seek advanced improvisatory skills. The designs of the exercises are to give students opportunity to exercise control over individual musical elements that gradually increase in difficulty and complexity. The gradual manipulation of individual elements of music aides both the playing of written composed music as well as non-written improvisational music making. The model of improvisation on individual and combined musical elements is based on how infants improvise phonemes, which eventually combine to form words in the lingual vernacular. In the same way, as students experiment with individual elements of music through this method, they combine elements resultant in improvisations in the musical vernacular. Furthermore, with a fundamental understanding of the elements of music and extensive control over each element, students of this pedagogy can begin to create their own original musical and artistic language.