Movement, gesture, sound and voice
Singing as a discipline, a way to self-knowledge, to discovering one’s own body with its capacities and possibilities. Starting from breathing we’ll get to singing going through the movement, and the body language which all together generate the voice.
Work tools
There are no particular necessities except for a keyboard, or rather a piano. A large room is required to carry out the activities.
Educational purposes
The skills, goals and training objectives selected by the teacher for this experience are shown below.
- Listening
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- Sound perception
- Interpretation
- Analysis
- Production
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- Reading and Writing
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- Use of unconventional analogic music notation
- Use of conventional analogic music notation
Lower secondary school
- Production
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- Actively participating in music experiences through the execution and the interpretation of vocal and instrumental music pieces belonging to different genres and cultures.
- Capacity to conceive and create music and multimedia messages, also though improvisation or collective elaboration processes, using also IT tools, in critical confrontation with models belonging to the musical heritage
- Reading and Writing
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- Using different notation systems functional to reading, analysis and reproduction of pieces of music
- Integrating one’s own music experience with other knowledge and practices using appropriate codes and codification systems
The student:
- Distinguishes differences in dynamics, timbre and pitch
- Recognises rhythmic-melodic cells and rhythmic patterns in an autonomous and conscious way, both in group activities and individually
- Performs, reworks and translates rhythmic and melodic patterns with the body and the voice.
- Explores different expressive possibilities of the voice and the body, learning to listen to oneself and the "group" using both open structures and simple rhythmic-melodic patterns
- Can reproduce an assigned piece and manages his/her own emotional dynamics both individually and in relation to the group
- Gives his/her own musical and emotional contribution on the basis of rules shared in the group
- Elaborates both individually and in group ostinato rhythms, sound gestures, body percussions
- Elaborates simple ostinato rhythms with the voice or sound gestures using unconventional notations
- knows how to decode the musical language and is able to control intonation independently
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