School sections
    • Pre-primary
    • Primary
    Educational subjects
    • Choir
    • Instrumental practice
    • Music, Rhythm and movement
    • Aural skills (Ear training)
    • Composition
    • Theatre/music

Work tools

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
    • 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
    • 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
    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
    Images, sounds, colours - Reading and Writing
    • He/she explores the first music alphabets using symbols of an informal notation to codify perceived sounds and reproduce them
    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.
    • Children are able to group and sort objects and materials according to different criteria; they can identify some of their qualities and compare and evaluate different quantities. They can use symbols to record them and make measurements
    World’s knowledge - Production
    • he/she follows correctly a path based on verbal indications
Educational targets

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