The Spring Marathon is an activity for the piano course. The idea came out of some Masterclasses which featured a genuine marathon, not a school concert but a set objective: the students played, listened to the others, and swapped ideas. An imminent performance results in changes: the studying becomes more rational, the brain sees the piece of music as a problem-solving exercise; in the various study sessions improvements are seen: the students learn to structure their studies with the performance in mind and, by transferring their skills, to deal with new pieces more quickly. However, it is the event itself which brings maturity. The Marathon is the arrival point of a collaborative body of work: during group lessons the date and theme are decided, work is done on the performance and improving the pieces of music, on the creation of individual products and those of others; all the students then use an emoticon system to evaluate their classmates’ product to help them improve. The Marathon is a real catalyst for motivation.
Essential elements include actions planned by the teacher and the direct involvement of the students in each phase. The event needs to be included in the educational planning and scheduled for the end of March. Collective lessons, an indispensable occasion for exchange, must be included in the timetable. The teacher looks for and arranges more pieces than the number of students and plays them in order to motivate them. When working with images/videos, it is necessary to have a database for the students in difficulty and a good video-editing programme, while remaining open to the use of mobile applications by the students. It is possible to use only one PC or to install open resources on those of the students or the IT Lab. The students develop rules to award marks, create voting paddles, draw up the ranking, decide on the role of the audience, and organize the event. Recommended spaces are the school’s theatre/assembly hall with a video projector/IWB.
The skills, goals and training objectives selected by the teacher for this experience are shown below.
-Decipher the musical code, understand and use correct terminology.
-Distinguish meter, agogic accents, dynamics, recognize form by inference from the historical context/genre.
-Play music with an interpretation which includes recognition and understanding of the rhythmic-metric, melodic, harmonic, agogic-dynamic structures.
-Vary their performance in terms of interpretation, justifying the choices made.
-Reflect on the binomials music/image, music/language; are able to draw working parameters from these.
-Reflect on the expressive congruency/non-congruency between still/moving images and the kinetic qualities expressed by a piece of music, and reuse these.
-Understand the function of music to convey emotions and messages.
-Design a montage of images and music, learning the basics of video-editing.
-Develop a functional and replicable study method.
-Work in a group and are able to handle mentoring tasks.
-Are able to carry through a performance both emotionally and technically.
-Understand the complexity of an evaluation session, can justify their evaluation, and also know how to evaluate themselves.
|Presentazione della buona pratica||Download|
|Mattia Antonazzo. Classe III. Emozioni. Video e Brano di sua composizione. Maratona 2016.||Click here|
|Federico Ciccioli. Classe II, ora alunno di Conservatorio. Maratona Registi al Contrario.||Click here|
|Oana Tuttunaru. Classe III. Video della Maratona Registi al Contrario. Registrazione del brano studiato per la Maratona 2019 e intervista||Click here|
|Adriana Trezzini. Classe II. Video della Maratona 2017 interamente montato dalla ragazza con il cellulare. Esecuzione al Concorso FIUMICINO Classica.||Click here|
|Gguida veloce per montare video e foto con musica||Click here|