M.Mus , London University
B. Mus , London University
LTCL, Trinity College of Music, London
Dip.Ed, University of Newcastle upon Tyne

Publications:
I have two music textbooks in print for use in high schools.

• Short, Patsy: Exploring the Elements of Music and Style, Heinemann 1996
This textbook is aimed at years 9 –12 and includes activities designed to promote an understanding of the Concepts of Music.

• Short, Patsy: Music Zone, Heinemann 2004
This is a course which includes Performing, Composing and Listening activities
for Years 7-8.

Teaching:

• Currently teaches at SCECGS Redlands, Cremorne, Sydney
• Previous schools include Ascham, Edgecliff, Sydney and St.Catherine’s, Waverley.
• Taught in England, Francis Holland School, Baker Street

Shake, Ripple and Roll : Use of improvisation in the secondary school curriculum

Session abstract

This is an interactive workshop in which the participants try out the improvisation activities. The participants are given handouts with the improvisation material and marking criteria. Structure is as follows:

1. Motivational preface: Why is improvisation important?

• as the interface between performing and composing
• promote fluency in performance
• try out compositional ideas
• promote sense of ensemble

2. Limits and rules

• Time limit
• Limited pitches
• Given rhythm
• Given dynamic shape

3. Presenting and playing models for improvisation activities

• In the context of a rondo based on a pentatonic scale, individuals improvise episodes on same scale
• Improvisation over chord progression
• improvising answers duets
• Improvising harmony – moving from discord to contoured
• Using dynamics in Improvising
• Improvising phrase to a given rhythm
• Improvising rhythmic variation to melody

4. Models of how to assess improvisation

• Establishing marking criteria
• How to give feed back
• Using peer assessment

5. Connecting improvisation activities with notation to finalise a composition