Intermediate Layering

Intermediate layering involves including two elements at the outset. Involving more than one student at a time also inspires more improvisational confidence by both the teacher and the students. In tempo intermediate layering also suggests more singing, playing, and harmonizing at the outset of an improvisation.

Out of Tempo

Ear Training 1

Multiple students speaking about compound meter, accents, and rhythm patterns with call and response and the prompt change.

Ear Training 2

Triads sung in harmony, alternating dynamics, and chord tones with patterning, call and response, and the prompt change.

Ear Training 3

Using arithmetic and the prompt change to exchange chord tones

Ear Training 4

Using arithmetic to differentiate scales types and the prompt change and the scale smorgasbord.

In Tempo

Ear Training 1

Adding layers in tempo can be at a ‘faster’ rate of inclusion. Combine dynamics, textures, and accents one measure at a time amongst larger numbers of students.

Ear Training 2

Layer student’s singing and/or playing creating harmonies. Have students switch which voices they are singing while in tempo. Start with scales in thirds, then add inverted harmonies.

Ear Training 3

Using the prompt, ‘change,’ switch student leaders in a call and response improvisation. Use the smorgasbord to layer a larger number of elements and improvisation types.

Ear Training 4

Encourage the use of different instruments and use with singing voices. Incorporate more elements in each improvisation. Dynamics, accents, textures in four-part harmony using call and response and the prompt, ‘change,’ can be used while improvisation with more difficult materials.