Improv Game of the Day: Illustrated History

The Golden Gate Bridge in San Francisco, one o...

2+ players. The Music Teachers’ Association of California has made an outstanding effort to bring improvisation into school curricula. We haven’t purchased them yet ($32 each), but we are very curious about their Improvisation Syllabus and Guide and Improvisation Games and Activities.

One of their ideas is to illustrate local or state history musically. The procedure is to pick a historically or geographically important topic and then decide on possible musical resources needed to invent a piece about it.

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Big Apple Interview: Take 2 with Gil Selinger

A cello

I am sitting at the dining room table of ace cellist and improviser Gil Selinger. Gil is one third of our classical improv trio, Duende, along with me on horn and Evan Mazunik on piano. We gave a concert in the city last Wednesday. You had something of an introduction to his background in the last interview; I wanted to take this chance to continue to interview Gil about all things improv.

JA: Let’s start your thoughts about the concert.

Gil: It was an interesting mix. The Duende CD ["Mosaic"] had a lot of structured arrangements. In concert we worked in a freer manner. We left it a lot more wide open. We only had one day [before the concert] to “rehearse,” so it worked well. One of the underlying premises of this Interzone series of concerts was to present not just the whole group, but also solos, duos, etc. This is what we did here: trio, horn and cello, cello and piano, solo piano, piano and horn. We also used ideas from each of us. We did different kinds of improv ‘games’. We used some audience participation. It was very successful – I was a little nervous about it – Evan and you have more experience in it. But it worked well. NY is a tricky place – there are so many different kinds of events competing for your attend. We came up with something that no one else has done – territory that no one else has done (to my knowledge) – we’re exploring new ground.

JA: How would you characterize this kind of music or improvisation? For people who don’t know what improvised classical music can sound like.

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Improv Quote of the Day: Good ––> Outstanding

Improvisation

Improvisation (Photo credit: Dave Kleinschmidt)

[Improvisation] training will develop the skills that separate a player who is outstanding from one who is merely good. Some musicians argue that there is no real need for improvisation training in the world of today’s classical musician, since most players are not called upon to improvise in a performance setting… Then again, most musicians don’t have to sight-sing every day, but is still required in most colleges and conservatories because we know that the learning process involved in this study makes out students better musicians.

–Nicole M. Brockmann, From Sight to Sound: Improvisational Games for Classical Musicians

Improv Game of the Day: Yankee Doodle Boodle Noodle Nodel Yodel Rodell Loden Laden Leiden Laugh-In Tap-In Rapping Snapping Snapper

"Yankee Doodle Boy" (sheet music) pa...

1 player. Choose a simple familiar tune. Yankee Doodle, for instance. Figure out the notes by ear. Play it through again and again. Each time through, change something about it. Make it a small change. What you are doing is not so much making variations of the tune (which you are, for a while), but rather you are very gradually transforming the tune into something else, into a new tune. Make the tune very simple and familiar and the changes small so that you can remember what you did the last time through and change it only slightly each time. But keep it up; after a while the tune should be utterly transformed.

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(Big) Improv Quote of the Day: What Does Improvisation Do For a Musician?

Awareness

(Photo credit: Emilie Ogez)

For one, it gives me a break from tackling my wrong notes, distasteful vibrato, and being torn between interpretations in the practice room. There are no wrong notes, no wrong inflections. I wouldn’t say that a note during improv with “distasteful” vibrato/intonation/whatever was necessarily done on purpose, but was made in the moment and without expectation. There is something very freeing and empowering about this. What happens on accident- a cracked note, or a gasping breath, can turn into inspiration for what is to come.

At the same time, I can tackle my classical music troubles through improv. Lately, I’ve had issues with controlling the style of my double tonguing. I’ll start moving my fingers, with no regard to scales or my piece, and focus solely on my double tonguing. This allows my mind to be entirely focused on the production of my tonguing, because I am not going to be distracted by the fingers in an awkward passage, or by the monotony of scales.

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Making Lemonade

Piano

(Photo credit: esc861)

In our improv class everyone has to be ready to improvise on their main instrument, percussion (small percussion, body percussion, mouth noises, found objects, etc.), voice (sung or spoken), and piano. How can you improvise on something that is not your main instrument? Easy: as long as you can make any kind sound on anything, you simply create using rhythms. You can always go to AMAPFALAP (As Much As Possible From As Little As Possible). One pitch is enough.

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Improv Game of the Day: Shakespeare Madrigal

William Shakespeare

Today is the birthday of the immortal Bard of Avon, so let’s celebrate by playing an improv game in his honor.

5+ players. One player acts as a conductor. Each player chooses a short quote from Shakespeare.  The conductor points to Player One, who starts speaking, chanting, or singing his quote in a rhythmic manner. The conductor signals other players to join in, adding or subtracting other players at will (each with his own line). Players must match the original line in tempo/pulse; players may leave brief rests between repetitions of the line in order to breathe. The conductor may indicate crescendos or decrescendos with hand signals. The effect should be very like a madrigal – vigorous and contrapuntal.

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Improv Game of the Day: Playing Parts

Tromboon detail; the bassoon reed is on the left

Tromboon (Photo credit: Wikipedia)

2-4 players. Each player must remove one or more parts from their instrument (if possible). If this is not possible (e.g. piano, percussion, etc.), those players are restricted to extended techniques. Make a piece, exploring all the new possibilities that your newly abbreviated instrument is capable of.

Variation: Players exchange removed parts and try to make a new, combination instrument capable of some kind of sound.

Tips for Your Improv Class

Since teaching this type of classical improvisation is relatively new, instructors of a semester course have the simultaneous advantage and disadvantage of few precedents or established teaching procedures to go by. On one hand they are free to structure the class however they see fit, which is not a bad attribute for a class in spontaneous performance. On the other hand, there are certain fundamentals to the process, and it’s nice not to have to reinvent all the wheels. Following are some improv class procedures that have worked well for the author that readers may use as needed.

Size Matters

Although we are completely for the idea of every student musician having to take this course, the ideal class size for learning improv is pretty small so that everyone gets to play as much as possible (if you’re in the position to require everyone to do this, you might try it the way Gary Smart does it at the U of Northern Florida – they have to take the one semester improv course before they graduate, i.e. any time during their four years). The larger the group, the less each person gets to play, and the more difficult it is to shape the outcome with so many “deciders.” The ideal size for an improvising group is two – then each player gets to solo about half the time and solo half the time. That being said, it is usually a good idea to start the semester with pieces for larger groups so that novices don’t feel self-conscious about playing. Soundpainting works well for this purpose. Keep pieces brief at first. As players gain experience (especially in not playing), groups can be larger and pieces can be longer. Basically, you have four options if you have a large group 1) use Soundpainting 2) do sequential smaller groups or 3) do large group improv games or 4) alternate among options 1, 2 & 3.

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