Utilizing Improvisation in Wind Band Curriculum

Utilizing Improvisation in Wind Band Curriculum

Academic Year:
2021 - 2022 (June 1, 2021 through May 31, 2022)
Funding Requested:
$4,900.00
Project Dates:
-
Applicant(s):
Overview of the Project:
Though improvisation was a valued musical skill hundreds of years ago in the European tradition, the art of musical improvisation has been lost in the Euro-centric musical conservatory setting. The written note reigns supreme in academy of “classical” music. Though improvisation is valued in the traditions of Jazz, Black American music, Indian music and in music of the Middle East and sub-Saharan Africa, most students in the American conservatory have little to no experience with these music types. When students are given opportunities to improvise in an academic, concert band ensemble, many students do not even attempt it. They judge their work as inferior before they even try. They want to know how, but they are scared of sounding “bad.”

By learning new methods to teach improvisation and engaging students in the art of improvisation as part of the concert band curriculum, students will recognize that they not only have the capacity to improvise, but that their ideas are worthy of performance. They can gain a new-found sense of musical creativity, contribution, and purpose. They can engage with their colleagues in new and unique ways.

As orchestral positions (those positions which do not require improvisational skills) are declining, the more versatile the player, the more employable they are. As our culture becomes more heterogenous and values “non-white” music-making, this will bring with it more improvisatory music-making as well. The professional music world is changing. The curriculum needs to provide more improvisatory opportunities to increase students’ versatility.
Final Report Fields
Project Objectives:

The objectives of this project were to learn new methods of teaching and utilizing improvisation in the large ensemble setting. In learning these skills and observing their implementation, I would then bring this back to the students in my ensemble, the University Concert Band so everyone in the ensemble could learn these improvisational skills. 

Project Achievements:

I was able to learn from 3 different improvisation experts and read 5 texts on improvisation. Each student in the Concert band has been able to experience improvisation through the following: Soundpainting, aleatory, free improvisation, ornamentation (historical performance practice), and harmonic improvisation. Each student was able to experience at least 1 opportunity each term different to experience improvisation through their participation in the Concert Band. As students often begin very shyly in their approach to improvisation, there is a distinct pattern of growth as they build their confidence and strengthen their ideas. I will always include some element of improvisation each term, making my approach to repertoire planning quite different than other large ensemble directors. As I often teach the younger performers in the applied studios, this is a great opportunity to get students invested improvisation immediately. These students approach music much more freely and are willing to take risks which helps them in their overall performance, written or improvised. 

Continuation:
I am continuing to utilize improvisation in each term that I direct the University Concert Band. Additionally, I am working to create a consortium of works that implement improvisation in large ensemble compositions.
Dissemination:
Most of my conducting colleagues at the university have witnessed this through observations of rehearsals and/or performances. Additionally, I have been accepted to present my material to the College Band Directors National Association regional conference in April 2024. I will also present this information as part of a panel for the national conference in 2025.
Advice to your Colleagues:
Collaboration is foundational to learning this skill and as there are many experts here at the University, it is easy to find a collaborator. There were three specific factors that promoted success, but also were challenges in themselves: Confidence: I had to have confidence in myself enough to direct them in Soundpainting (this is improvisational, but lead with gestural instructions from the director). As this was a new skill, I had to work hard to become skilled enough to be confident in myself; 2 - Clearly defined ideas: I had to communicate all my own ideas clearly to the students so that they could confidently develop their own ideas; 3 - Time: It takes much more time for students to learn and experiment than just do. I had to plan rehearsals accordingly to give enough time for students to discuss and work collectively and also to give time for collaborators to co-teach certain classes to provide additional instruction.

Source URL: https://crlt.umich.edu/node/127769