The Toy-Case

Competences

Listening
• Sound perception
• Interpretation
Production
• Execution
• Composition
Reading and Writing
• Use of unconventional analogic music notation

GOALS FOR THE DEVELOPMENT OF COMPETENCES [...]

Primary

Listening
• Learning to listen to oneself and to the others
• Identify the constitutive elements of a simple piece of music
• Listening, interpreting and describing pieces of music of different genres
• Exploring, identifying and elaborating sound phenomena on the basis of quality, space and source
Production
• Exploring different expressive capacities of voice, musical objects and musical instruments
• Producing timbre, melodic and rhythmic combinations applying basic schemes; executing them with the voice, the body and instruments (including IT tools).
• Playing, alone or in group, simple vocal or instrumental pieces of music belonging to different genres and cultures, using also didactic instruments and self-made tools.
Reading and Writing
• Using analog and codified notation

Pre-primary

Myself and the others - Production
• They can manage their first generalizations of the past, present and future and they are more and more independent in the space that is familiar to them, by progressively changing their voices and movements with respect to other children and in accordance with shared rules.
Body and movement - Production
• They can control their gestures; they can correctly evaluate risks and interact with other children with movement games, music, dancing, and other forms of expressive communication.
• They are aware of their body and its different parts and they can represent it statically or dynamically
Body and movement - Reading and Writing
• He/she recognises signals and rhythms of his/her body
Images, sounds, colours - Listening
• They are able to assist with curiosity and pleasure to various representations (such as theatre, musicals, visual and animation shows…); they develop an interest in listening to music, and enjoy works of art.
• They discover the space of sound through musical perception and production by using their voice, their body as well as various objects.
Images, sounds, colours - Production
• The child communicates, expresses emotions and tells, using the various possibilities that the body language allows.
• He/she invents stories and knows how to express them through dramatization, drawing, painting and other manipulative activities; he/she uses materials and tools, expressive and creative techniques; explores the potential offered by technologies.
• He/she experiments and combines basic musical elements, producing simple sound and music sequences
Words and speeches - Listening
• He/she listens and understands stories
• looks for analogies and similarities between sounds and meanings
Words and speeches - Production
• They recognise and experience language plurality
• They can express and communicate their emotions, feelings and opinions by using verbal language in different situations of communication.
• They can experiment with nursery rhymes and drama; they invent new words
• They can tell and invent stories
World’s knowledge - Listening
• They are able to identify objects and people’s positions in space, by using terms such as “in front of/ behind”; “over/under”; “right/left”, etc.
World’s knowledge - Production
• he/she follows correctly a path based on verbal indications

Educational targets

Educational objectives – Emotional literacy path (A.R.C.A. program by Daniele Fedeli, teacher at Università degli Studi di Udine)
The students learn how to listen empathically to their feelings-emotions and recognize them in others.
The students understand that various social emotions can correspond to an emotionproducing stimulus, depending on the body feelings and thoughts that are called to mind.
The students increase the number of behavioral responses to their emotions, and assume an active and constructive attitude towards their own emotional style.

Educational objectives – Musical path
The students learn how to interpret the different musical parameters with movements in space (intensity, duration, pitch).
The students learn how to perceive the body feelings stirred up by a piece of music, and assume consistent mental images.
The students enjoy exploring various types of sounds and giving them an imaginary connotation.
The students experience situations of sonorous dialogue, connecting empathically with the other members of the group.
The students learn how to realize pantomimes in synchrony with music and the group.
The students learn how to recognize the key moments of a piece of music (even without the help of a narrating voice).
The students learn how to search for the most suitable sounds and effects (with Orff instruments and sonorous objects) capable of arousing the emotions produced by the musical pieces listened to.
The students learn how to read and perform rhythmic-timbre scores written in analogic notation and in symbolic-accentual notation.
The students learn how to perform vocal/instrumental accompaniments in synchrony with music and in an expressive way (dynamics).