I'm CraigRu (Craig Rusbult), an enthusiastic educator who (quoting from my web-page about improvising) "wants to help more people -- especially K-12 students and seniors, the young and old -- increase their enjoying of music by making their own music."_ How?_ By combining an old idea with new ideas.__ old: All of us learn by doing, when we do musical experiments (try new musical ideas) to produce new musical experiences so we can listen and learn.__ new: Using a colorized keyboard can help users improvise harmonious melodies, by showing (with labels - red,blue,green) the notes of the main major chords (C,F,G - the I,IV,V) in C Major, so a player can intuitively see-and-play the notes of a C-Chord (they're all of the red notes - no more, no less) or F-Chord (all blue notes) or G-Chord (all green).
____How?_ In a progression of learning, students begin by playing only red notes._ Then in a chord progression they might (as one possibility among many) play only-red for awhile, and only-blue, only-green, only-red, i.e. "I-IV-V-I"._ Soon the "only" becomes "mainly" when I ask them to alternate times of mainly-red (not only-red), mainly-blue, mainly-green._ During a time of "mainly red" their melodies will be mainly red notes (C,E,G) but also some non-red notes that are in-scale (white - D,F,A,B) and out-of-scale (black) being used as passing-notes between chord-notes._ Sometimes I play a "mainly" melody to illustrate, perhaps playing slowly while explaining what I'm doing, to serve as a model for possibilities they can explore._ I encourage them to use musical imagery by "thinking classical" or "thinking blues" -- so their "chord melodies" will include short "scale melodies" that tend to be mainly-diatonic (mainly white notes) while they're "thinking classical" and also-chromatic (using black notes more often) while "thinking blues" -- and to just enjoy being musically creative, trying new ways to play.
____I'm hoping students will discover the joys of improvising, like I did._ As described in the "personal history" part of my page, "While playing trombone in high school, my experiences were enjoyable but shallow, with very little thinking or experimenting._ I simply played the pre-composed music that was on the sheet music in front of me."_ During college, I listened to a lot of music but didn't play much._ Then "after moving to Seattle in 1970 for graduate school, I began playing self-composed music._ At first, with trombone I played along with songs I had tape-recorded (from vinyl or radio) or was hearing on the radio. ....._ The next summer, jam sessions with Harold & Charlie (playing clarinet & trumpet) included improvising with songs (especially Dixieland Jazz) and with 12 Bar Blues, a chord progression they taught me._ I was fascinated by the elegant beauty of this chord progression, and I enjoyed the process-and-result when we used this framework for improvising._ Even though I didn't understand much about 'the theory' (just knew the basics), what I knew was enough._ I recognized that by using music theory we could create interesting music, and it was fun."
____more about chords:_ My colorizing also includes the minor chords of C Major (Dm,Em,Am - ii,iii,vi - red,blue,green) that are the main chords of A Minor (Am,Dm,Em - i,iv,v) so in addition to chord progressions with major chords (like "I-IV-V-I" and 12-Bar Blues) they can play "I-vi-IV-V" (50s) and "I-V-vi-IV" and others._ For these topics and others, many details are in my web-page. {a later post will have excerpts from its introduction, and a link to it}
____and more about me:_ I have a PhD (in Curriculum & Instruction) from U of Wisconsin, my second UW._ Throughout life I've had fun with music, have learned a lot about it, enjoy listening and playing._ But compared with most of you in this forum, my overall music-playing skills are much lower than your skills._ And my main interest is music education.
____How?_ In a progression of learning, students begin by playing only red notes._ Then in a chord progression they might (as one possibility among many) play only-red for awhile, and only-blue, only-green, only-red, i.e. "I-IV-V-I"._ Soon the "only" becomes "mainly" when I ask them to alternate times of mainly-red (not only-red), mainly-blue, mainly-green._ During a time of "mainly red" their melodies will be mainly red notes (C,E,G) but also some non-red notes that are in-scale (white - D,F,A,B) and out-of-scale (black) being used as passing-notes between chord-notes._ Sometimes I play a "mainly" melody to illustrate, perhaps playing slowly while explaining what I'm doing, to serve as a model for possibilities they can explore._ I encourage them to use musical imagery by "thinking classical" or "thinking blues" -- so their "chord melodies" will include short "scale melodies" that tend to be mainly-diatonic (mainly white notes) while they're "thinking classical" and also-chromatic (using black notes more often) while "thinking blues" -- and to just enjoy being musically creative, trying new ways to play.
____I'm hoping students will discover the joys of improvising, like I did._ As described in the "personal history" part of my page, "While playing trombone in high school, my experiences were enjoyable but shallow, with very little thinking or experimenting._ I simply played the pre-composed music that was on the sheet music in front of me."_ During college, I listened to a lot of music but didn't play much._ Then "after moving to Seattle in 1970 for graduate school, I began playing self-composed music._ At first, with trombone I played along with songs I had tape-recorded (from vinyl or radio) or was hearing on the radio. ....._ The next summer, jam sessions with Harold & Charlie (playing clarinet & trumpet) included improvising with songs (especially Dixieland Jazz) and with 12 Bar Blues, a chord progression they taught me._ I was fascinated by the elegant beauty of this chord progression, and I enjoyed the process-and-result when we used this framework for improvising._ Even though I didn't understand much about 'the theory' (just knew the basics), what I knew was enough._ I recognized that by using music theory we could create interesting music, and it was fun."
____more about chords:_ My colorizing also includes the minor chords of C Major (Dm,Em,Am - ii,iii,vi - red,blue,green) that are the main chords of A Minor (Am,Dm,Em - i,iv,v) so in addition to chord progressions with major chords (like "I-IV-V-I" and 12-Bar Blues) they can play "I-vi-IV-V" (50s) and "I-V-vi-IV" and others._ For these topics and others, many details are in my web-page. {a later post will have excerpts from its introduction, and a link to it}
____and more about me:_ I have a PhD (in Curriculum & Instruction) from U of Wisconsin, my second UW._ Throughout life I've had fun with music, have learned a lot about it, enjoy listening and playing._ But compared with most of you in this forum, my overall music-playing skills are much lower than your skills._ And my main interest is music education.