Small departures

Audacity in music and visual arts

    School sections
    • Lower secondary school
    Educational subjects
    • Music, Rhythm and movement
    • Aural skills (Ear training)
    • Music and technologies
    • Music and…

Small departures

The educational path led students to identify the concept of audacity through the discovery and analysis of works of art of the Dadaist period and continued with the creative processing of the knowledge acquired through a specific laboratory activity supported by the use of IT tools for sound, image and video elaboration.

Work tools

The morning activities were carried out in regular classrooms; while in the afternoon, students worked in pairs on computers endowed with headphones (plugged into special splitters) in a laboratory space. Computers were partially provided by the school and partially brought by the students. The sound editing programme, Audacity, was installed in every computer, and an already implemented programme (Paint) was used for images editing. Even if a computer room was available we decided to use students’ laptops to favour the development of the project also at home. A dedicated blog ( was used to share materials and results produced.

Educational purposes

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

    • Interpretation
    • Analysis
    • Comprehension
    • Composition
    Lower secondary school
    • 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.
    • 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
    • Integrating one’s own music experience with other knowledge and practices using appropriate codes and codification systems
Educational targets

The student:

  • gives significance to the formal and structural characteristics identified in the visual and musical works examined.
  • gives meaning to the titles of the works (including those created by classmates)
  • gives meaning to works elaborated individually or in pairs and to those elaborated by the classmates
  • is able to describe the main constituent elements of the works (both artistic and musical)
  • recognises formal and structural elements of the work (both artistic and musical) that are related to the Dadaist poetics (i.e. identifies elements that are irrational, illogical, provocative, contrary to the canons ...)
  • understands the meaning of “Audacity” and captures its different meanings
  • contextualises the concept of audacity in art and music
  • knows the main characteristics of Dadaist poetics
  • knows the ideation techniques and processes that underlie the concepts of ready-made, objet trouvé, alea, stochastic process, collage and captures their applications in music
  • chooses and selects sound and/or visual materials suitable for the re-elaboration of his/her idea of audacity, constructs and/or re-elaborates sonorities and/or images able to give a complete form to his/her idea of audacity


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