Justin Phillips

Dr. Harrington

MUSE 351

29 October 2018

Improvisation Mini Assignment

Here is a lesson that will help students develop melodic improvisation skills. For this

lesson, students will begin by learning the rhyme Green Gravel, a children’s game song. This

rhyme only uses quarter notes and half notes, all using the solfege syllable “Ta.” This rhyme is

suitable for 2nd grade students to learn via echo. I made this decision using a curriculum guide

provided from my elementary general music methods professor. The rhythms in this rhyme are

rather simple can be learned by first graders. But, the time signature is in 3/4, so this rhyme

cannot be taught to 1st graders. The melodic parameters I will be teaching this rhyme in is

pentatonic. In 2nd grade, students should be able to learn patterns using the pentatonic scale (do,

re, mi, sol, and la). The melodic parameters are also do based and starts on C. This should

attainable on all common Orff instruments. In this lesson, I will teach students the rhyme with

words via echo translation. Next, I will also use echo translation to teach them a simple melodic

pattern in a pentatonic scale. After this, students will begin to create their own improvisations.

In this lesson, students will play the rhyme and melody on their Orff instruments. Next,

they will they will play a two measure improvisation that they created. This will repeat while

smaller sections and potentially soloists play the rhyme or their creation. I will begin the

improvisation by giving students a small amount of time to doodle and play any creation they

want. Next, I will begin to add parameters to what they create. First, I will limit their creation to

two measures or 6 beats. To create a pitch center in their creation, they will have to start and end
on do or C. Because they are in 2nd grade, their rhythmic patterns will be limited to ta and ta-di

rhythms. Finally, I will ask each student to play every note at least once. However, an educator

understands that patterns of learning and development vary individually. In this lesson I will also

include strategies to help students who may be struggling and enrichment for students who are

more advanced. If a student is struggling, instead of having them play a do-sol bass line or the

melody, an educator should create parameters in which that student can succeed. For example, I

could limit their creation to only quarter notes if they are struggling with playing fast. I can also

advise them to only use do, re, and mi if they are struggling with using all notes in the scale. This

would still sound ok in a two measure pentatonic creation. There are several things I can also do

for students who are more advanced. I could provide them with an Orff instrument that has more

than one octave of the pentatonic scale and ask them to play in both octaves. I could also instruct

them to play two notes at the same time. For example, they could play their original creation, but

use a second mallet to play harmonies in 3rds.

In this lesson, I have chosen rhythmic and melodic content that is appropriate for students

in the second grade. The lesson should be achievable yet challenging for these students. I also

included variation in my lesson for students who may be advanced or behind. It is very important

for educators to create this variation in their lessons. Educators must understand that learner’s

development varies, and we must provide appropriate content for each individual student.