South-Orff is a percussion instruments ensemble made up of students between 8 and 16 years old. The aim of the project is evident in its title and its assonance with the cardinal points: a methodological line, Orff-Schulwerk, based on experience, steered toward autonomy, aimed at analyzing color, rhythm, reception, based on the convergence of civilizations and diversities typical of the Mediterranean area. Music was experienced as a game played all together, as construction, experimentation, discovery: a multisensorial immersion that combined visual, auditory, semantic, tactile elements. The path offered the possibility to experience sharing, trust, creativity and to learn how to take care of oneself, of others and of the learning environment. The core idea was based on an integrated ensemble - body, voice, instrument – as a metacognitive cooperative learning environment.
The path, in its implementation, turned out to be increasingly characterized by modularity and versatility. The students were the core of a didactics modelled on spaces, materials and instruments, and not vice versa.
All sorts of definite and indefinite pitch percussion instruments were used. However, it is possible to use any type of object: desks, chairs, bottles, buckets, etc., experimenting different materials and production modalities. Then, we used body percussion: from expressive movement to structured forms, the body is a very powerful means to develop awareness and coordination, besides rhythmic and vocal performance skills, never forgetting the educational objective of the positive consequences related to self-esteem and the fact of feeling well with oneself and with others.
The skills, goals and training objectives selected by the teacher for this experience are shown below.
The primary school students learned how to:
- take personal initiatives, complete tasks, evaluating with the teacher’s help the outcomes of the work with the aim to suggest corrections or improvements
- use the knowledge acquired to solve problems on the basis of experience
- adjust the ability to pay steady and alternate attention
- apply seriation, comparison, classification strategies
- assume a behavior of active participation to generate forms of social cohesion
- accept with serenity opposition and failure
- use oral communication to cooperate with others, for example in the realization of games or products, in the formulation of common activities for the realization of simple projects
- use materials, equipment, resources with care, showing a due sense of responsibility
The lower secondary school students learned how to:
- plan their work and identify priorities
- identify problems, formulate and select solutions, implement and evaluate relevant outcomes, planning possible correction actions
- use the knowledge acquired to solve problems, and generalize solutions in analogous contexts
- adjust the ability to pay steady and alternate attention
- apply and compare seriation, debate, analysis, classification strategies
- assume responsible behaviors of active participation to generate forms of social cohesion
- accept failures with serenity and show a good level of self-awareness
- cooperate keeping into consideration the different points of view and comparing their ideas with each other
- assume roles of responsibility within the group (coordinate the work, respect the schedule, document the work, find material, etc.)
- use materials, equipment, resources with care and responsibility, even indicating the reasons and consequences of non-responsible conducts
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