Imitate. Having a pupil simply copy what the teacher plays is a classic call-and-response game. This can start with just one note. Languages are learned through imitation and music is no different.
Vocalise. For non-singing students, this is a great way to encourage them to sing: ‘we are not singing, we are vocalising!’ Vocalising is the most natural thing to do if we can get over the initial embarrassment. Again, ask your pupil to imitate a very simple phrase to start with, using the syllables ‘dah’ or ‘lah’ as these sound more rhythmic and place less emphasis on precise pitching.
Use restrictions. Choose a simple restriction such as using three pitches only or just crotchets, or just a triplet with one pitch. Students struggle when they have so much choice, so limit the options and they will be more encouraged to try something new. At the highest level, improvisers use restrictions in their practice to develop rhythmic, harmonic or creative fluency.
Establish a pulse. Students can start improvised phrases freely, but they should be encouraged to establish a ‘time feel’. Rhythm and pulse underpin so much music, and are often used even subconsciously as a means of judging musicality, as well as whether we are enjoying the performance.
Pick a familiar style. Students often want to learn to improvise in order to play in a new style such as jazz or early music. This means that they must also learn the style. Begin by using their own musical vocabulary – ask them to play a phrase from something they know well but in the adopted style.
Learn as a group. Gather two or more students together and ask them to have their own musical conversation, by imitating or harmonising each other's phrases.
Transcribe. Ask students to notate very simple tunes such as ‘Happy Birthday’ or Christmas carols, then more complicated melodies of their choosing. The scores can be completely free of rhythm so that they have time to focus on the pitches they hear and find these on their instrument. This exercise is all about hearing and finding pitches as quickly as possible, and building confidence.
Notate what's ‘in your head’. Ask students to listen to a musical phrase in their heads and then slowly work out how to write it down. It doesn't matter if the score isn't completely accurate. The idea is that we are getting used to hearing and then playing an internalised phrase, having slowed the process right down. Students are always amazed how quickly they can create an 8- or 16-bar piece in this way.
Encourage mistakes. Lead by example and play or sing something that ‘sounds terrible’. More often than not, it won't! The more comfortable we become with making what we deem to be mistakes, the easier it becomes being comfortable with whatever we play.
Keep it simple and take your time. Remember that learning to improvise is exactly like learning to talk as a baby or learning a new language as an adult. It takes time, patience and a willingness to practise – just as you would approach notated pieces. Ask your students to spend at least 5 minutes improvising as part of their regular practice routine.
Use free resources. Using an accompaniment is not essential, but it can be helpful to the beginner improviser. The internet is full of backing-tracks in a variety of styles. These help to establish good time, intonation and a sense of structure when students are playing on their own at home.
Have you got ‘quick tips’ on an area of teaching you’d like to share? If so, email the editor at music.teacher@markallengroup.com
