The project Sonorously aimed to educate students towards a conscious and creative use of the sonorous-musical language. The path aimed to enhance the past experience of the spoken word, of singing, of gesture-sound in order to realize simple accompaniments of poetic texts and to voice stories, also using rhythmic instruments. The transposition of the musical activity into other languages allowed the students to conceptualize the fundamental aspects of their experiences. Therefore, by passing from listening to drawing, to color and mime, the students were spurred in a natural way to transcribe the sonorous phenomenon intuitively, up to realizing ideographic or pictographic scores. Working in group allowed the class to cooperate in a common objective, assigning to each student a significant role.
he instruments necessary for the path involved literary-musical aspects - such as poetic texts, simple narrations, children’s songs and classical music -, material aspects - such as Orff instruments, instruments made out of recovery material, supports for the recording, listening and visualization of the sonorous events -, and stationery aspects - such as cardboards, various colors, multicolored fabric. The environments used were the everyday classrooms, but we also used larger spaces where it was possible to gather all the different classes together and allow the conduction of several activities that required greater movement.
The skills, goals and training objectives selected by the teacher for this experience are shown below.
SPECIFIC COMPETENCES
The students learned how to:
- participate in a spoken choir, and sing in a choir by imitation
- perform gestures-sounds while singing, managing to keep the time
- listen to the sounds of the environment and analyze simple sonorous events
- listen to songs and pieces recognizing several sonorous parameters
- recognize the beat of a piece and reproduce it with body movements (clapping of hands, stamping of feet)
- identify high and low pitched sounds, long and short sounds
- identify the strong and weak intensity and the timbres of voices and instruments
- describe the sounds and pieces listened to using adjectives, images and similitudes
- plan and produce rhythmic and melodic sonorous events
- represent sounds with an intuitive notation
- realize simple scores, even polyphonic
- read the scores realized, and play in group
- conduct the class orchestra during the performances
TRANSVERSAL COMPETENCES
The students learned how to:
- observe, describe and give meaning to sonorous phenomena and artistic productions
- undertake to conclude the work started on their own or with others
- respect shared rules
- cooperate with others for the development of a common product
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