WEBVTT
Kind: captions
Language: en

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"Tummi Tummi Clap Clap" is a performance made
of sounds, rhythms, and movements developed

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during the music path that I 
conducted as leading curricular

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teacher. The title of this annual path
is based on a word

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in the vernacular, "Tummi Tummi,"
that means noise. It was carried out

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by two fifth-year primary classes of 
the comprehensive institute in Cerisano in

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the province of Cosenza, for a total number of 29
students.

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The students, in open classes and 
cooperative learning, were led to work

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on the idea that words play, and rhythms
dance, therefore to discover the

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sonorous-rhythmic structure of 
words, movements, and gestures.

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The performance was the result of a 
work started in the previous academic

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year based on guided
improvisations and 

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compositions that were very careful and close
to the rhythmic performance of a group, of

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an artistic ensemble of rhythmic and
choreographic movements. It was a transversal 

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path aimed at
achieving linguistic and expressive

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competences: from the presentation of instrumental

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contents - that is, nonsense,
nursery rhymes, poems - to language

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games. This educational and methodological
path mainly used proposals

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aimed at repetition, sharing of views,
and transformations up to 

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reaching creative options of 
formulations and actual

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compositions. Therefore, the educational 
reference was characterized by words, rhythms, 

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and movements. The educational 
competences were summarized

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in the performance. With regard to the

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composition, the transversal competences referred 
to the linguistic, expressive and methodological

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fields relating to conscious 
learning. Owing to an inclusive

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methodology and practical didactics, 
all the students achieved the 

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objectives to the point of structuring the timbre, 
rhythmic, and melodic combinations

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by following the beginning of the 
elementary schemes, performing with their

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voices, their bodies, handcrafted and 
homemade instruments. The students improvised

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freely in a creative way, gradually learning 
how to dominate techniques and materials,

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performing simple music pieces individually 
or in group.

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The educational path led to the
creation of a composition on a given

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accompaniment, enabling the students to work
rhythmically on specific texts, 

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on movements and on group choreographies,
using space, furniture, and instruments

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with the aim to produce an
artistic performance. Indeed, everything

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was important. Besides, since the path
was based on ensemble music, 

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everybody had the possibility to experience
group dynamics following timeframes

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and respecting roles, actively
participating in the construction of 

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individual roles, self-control and competence
within a group.

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The theme of inclusion was an integral 
part of the path. All the students

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were led toward a free
rhythmic and music expression.

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Even movement was a decisive factor, and 
the chosen choreography was a point of

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strength in learning how to share experiences and 
democratically respect the group of reference.