This project was carried out with third-year students, but can easily be adapted to first- and second-year classes. The goal is to let students discover certain musical characteristics through movement – first freestyle and then structured. After an initial period when the students were asked to let themselves be guided by the music, we discovered together what the hidden musical opposites were and then built an interpretation together. In particular, pieces of music were used that played on a clear contrast between these characteristics to avoid perceptive misunderstandings. The pairs of opposites chosen were: SOUND-SILENCE, FORTE-PIANO, SLOW-FAST, LONG-SHORT, STACCATO-LEGATO and finally, HIGH-LOW.
The activity only needs a space where students can move around freely without encountering obstacles. This could be a gym, a multimedia classroom, a library, or even the classroom itself, emptied of its desks and chairs.
Two musts are a music system with good-quality loudspeakers and a lot of imagination.
It is also possible to include – but this is not fundamental – various objects of common use such as scarves, straws, balloons, which can subsequently help to strengthen the interpretation of musical contrasts.
The skills, goals and training objectives selected by the teacher for this experience are shown below.
The students:
- Can distinguish musical differences and characteristics.
- Recognize the musical phrases associated with musical contrasts.
- Know how to move by organizing themselves in space in relation to the surroundings and to the others.
- Express themselves through movement.
- Develop an interpretation, first individually and then collectively.
- Perform, re-elaborate and translate the music heard with their body.
- Can collaborate creatively with the group in the development and realization of a joint project.
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