The Music I have

A musical and movement path with body music

by ELIANA DANZI'
    School sections
    • Primary
    • Lower secondary school
    Educational subjects
    • Music, Rhythm and movement

The Music I have

Body music is a privileged strategy that allows the students to acquire motor fluidity and awareness, which are at the basis of a good relationship with one’s body, with oneself and with others.

The subject explores how mental instruments - which are inherent action and movement in space - play a fundamental role even in the organization of cognitive functions such as memory, reasoning, attention and creativity.

In an enactive frame, making music together as a multisensorial experience through the voice, movement, body percussion, relationship, provides the students with instruments that they can use in their educational and personal growth.

The title, “The music I have”, does not indicate neither possession nor judgement: it’s one’s own music, which everyone makes on his/her own.

The triggered imitative, creative and improvised processes become important experiences to acquire solidarity and empathy.

Work tools

A body music path is characterized by the convenient aspect of being self-sufficient: the students bring their own instrument along with themselves.

The only difficulty that can come up concerns the performances, which prefer a generous but clean acoustics, or often require the use of loudspeakers, if conducted outdoors. The spaces used can be the musical laboratory, as well as the gym, or a courtyard or the classroom, depending on the number of participants in the circle.

The rate of usability and reproducibility is clearly high.

Educational purposes

The skills, goals and training objectives selected by the teacher for this experience are shown below.

Competences
    Listening
    • Sound perception
    • Interpretation
    • Comprehension
    • Analysis
    Production
    • Execution
    • Improvisation
    • 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
    • Exploring, identifying and elaborating sound phenomena on the basis of quality, space and source
    Production
    • Producing timbre, melodic and rhythmic combinations applying basic schemes; executing them with the voice, the body and instruments (including IT tools).
    • Improvising freely and creatively gradually learning to master techniques and materials
    • 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.
    • Exploring different expressive capacities of voice, musical objects and musical instruments
    Reading and Writing
    • Using analog and codified notation
    Lower secondary school
    Listening
    • Understands and evaluates events, materials, and musical works recognising their meanings, also in relation to his/her own musical experience and the different historical/sociological context.
    Production
    • 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
    • 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
Educational targets

The primary school

The students learn how to:
- complete tasks evaluating the outcomes of their work with the teacher’s help
- take on personal initiatives, and search for possible paths for correction or improvement
- use some pieces of knowledge acquired to solve problems requiring experience
- adjust the amount of time, increasing it more and more, in which they are able to pay selective, sustained, divided and alternating attention
- apply seriation, comparison and classification strategies
- accept failures always more serenely
- use materials, spaces, resources showing care and sense of responsibility
- use verbal communication to overcome problems and cooperate practically with others in developing common works
- improve their mnemonic abilities, mastering the use of new motor schemes.

The lower secondary school
The students learn how to:
- complete tasks and self-evaluate the outcomes of their work, sharing their relevant considerations with the group
- identify problems, formulate and select solutions, implement and evaluate outcomes
- adjust the amount of time, increasing it more and more, in which they are able to pay selective, sustained, divided and alternating attention
- use the knowledge acquired to solve problems and generalize solutions in analogous contexts
- apply and share seriation, comparison, classification and abstraction strategies
- use materials, equipment, resources with care and responsibility, indicating even the reasons and consequences of non-responsible conducts
- assume behaviors of responsible and cooperative participation to generate forms of social cohesion
- improve their mnemonic abilities, mastering the use of new motor schemes

Community

Commenti inseriti
Slide "The Music I have"
Presentazione della buona pratica Download