ALBERTA ORFF WORKSHOP
Improvised Drumming K-9: with Lucas Coffey
Improvised Music and the Brain
http://www.peabody.jhu.edu/past_issues/fall08/the_science_of_improv.html
https://www.ted.com/talks/charles_limb_your_brain_on_improv?language=en
Charles Limb and your brain on improv:
Charles is a head and neck surgeon and professor with an interest on the neurology behind improvised
music. In a study about how the brain functions when playing a written piece of music vs how it
functions when playing an improvised piece, they made some interesting discoveries. Here is a small
portion on what they’ve derived from their study; “During improv, the brain deactivates the area
involved in self-censoring, while cranking up the region linked with self-expression,” Limb explains.
“Essentially, a musician shuts down his inhibitions and lets his inner voice shine through.” They also
found, counter to their hypothesis, that non musicians and highly trained musicians had a similar brain
response. Showing that the benefits of improvised music were felt by musicians and non-musicians
alike.
Working backwards from self-censoring to letting the inner voice shine
This study works backwards from what my colleagues and I have known intuitively for a long time; when
students are judgemental and self-censoring their creativity can’t flourish and the music won’t sustain
itself. When students are excited, self-confident and empowered the possibilities for any age group is
limitless.
This is one way to turn anxiety into improvised success
http://www.theatlantic.com/health/archive/2016/03/can-three-words-turn-anxiety-into-
success/474909/
This study looks at the idea of “Anxious Reappraisal” which focuses on positively reframing anxiety into
excitement. Anxiety and excitement are both aroused emotions, in both, the heart beats faster, cortisol
surges, and the body prepares for action. In an experiment, they took two groups of participants and
gave them three tasks, singing a song, delivering a two minute speech and doing a math test. One group
was told to say “I’m anxious” before they performed and the other was told to say “I’m excited”. “I’m
excited” group performed better on all three tasks.
CLASSROOM SET-UP AND IMPROVISED MUSIC
A circle with no spaces is the optimal setting for hearing, seeing and interacting during group improvised
music (not so closed that people can’t get out).
GAMES TO TRY
K-3: Rumble & Move your body
4-6: Call & Response body percussion version
7-9: The 2 bar 2 bar call and response (just bells, blocks & Shakers) Videos and follow up to this session
can be found at www.rhythmrhythmrhythm.com/orffalbertaworkshop
K-3 Rumble & Clap
Grade 4-6 Body Percussion
Grade 7-9 Improvised Music Game