Playing Kandinsky

To compose at school creating new notation codes

    School sections
    • Primary
    • Lower secondary school
    Educational subjects
    • Instrumental practice
    • Music, Rhythm and movement
    • Aural skills (Ear training)
    • Composition
    • soundscapes
    • Music and…

Playing Kandinsky

This musical path was developed with the aim to offer students the possibility to experience the process through which a local communication code is created, consolidated and developed. The path started from the exegesis of a painting by Kandinsky, and drew inspiration from the conceptual graphisms and the more intuitive notations developed in the neo-avant-garde period with the New Music. Owing to a research on sound/sign isomorphisms, this path is indeed global, interdisciplinary and creative.

The path offered a feasible and fascinating educational perspective aimed at disassembling and reassembling products, highlighting the potential of grammars and traditions.

Through techniques for inventing and composing music, even children can become protagonists, interpreters, authors and creators, experiencing music and music conducts typical of the adult: it was a joy for all the students involved to discover that they could play with sounds, and produce sounds through games.

Work tools

The fact of writing met a practical need: the communication codes and rules were searched, developed, interpreted, verified and, if necessary, modified by the single student and by the group. Research and personal discovery, problematization and manipulation were privileged through a process of logical operations that promoted the active participation in the musical experience, not only from a receptive point of view, but also with regard to expression and communication.

The students listened to, searched for, created and produced sounds using musical instruments (guitar, piano, Orff instruments, tuboing), as well as their body and sonorous and/or casual objects (paper, Styrofoam, corn kernels).
Other materials used: paper, colors, recorder with sound system.

Useful: IWB with PC

Educational purposes

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

    • Sound perception
    • Interpretation
    • Analysis
    • Comprehension
    • Execution
    • Composition
    Reading and Writing
    • Use of unconventional analogic music notation
    • Learning to listen to oneself and to the others
    • Listening, interpreting and describing pieces of music of different genres
    • Exploring, identifying and elaborating sound phenomena on the basis of quality, space and source
    • Exploring different expressive capacities of voice, musical objects and musical instruments
    • Improvising freely and creatively gradually learning to master techniques and materials
    Reading and Writing
    • Using analog and codified notation
    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.
    • 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
    • Using different notation systems functional to reading, analysis and reproduction of pieces of music
    • Integrating one’s own music experience with other knowledge and practices using appropriate codes and codification systems
    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.
    Body and movement - Reading and Writing
    • He/she recognises signals and rhythms of his/her body
    Images, sounds, colours - Listening
    • 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
    • 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.
    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
    • looks for analogies and similarities between sounds and meanings
    Words and speeches - Production
    • They recognise and experience language plurality
    Words and speeches - Reading and Writing
    • communication through writing, also experiencing digital technology and new media
    World’s knowledge - Listening
    • 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
Educational targets

The students learned how to:

- understand and relativize cultural phenomena as a possible form to assign values;
- analyze, research, process, interpret and verify data;
- describe and interpret signs and symbols autonomously and with critical thinking;
- identify and manipulate the parameters of sound;
- use objects and materials for music purposes
- use the voice, body and musical instruments to communicate in an expressive way;
- become familiar with and use different modalities to produce sounds
- perform music in group;
- improvise and compose ostinatos, rhythms, accompaniments, simple musical pieces;
- use non-conventional notation codes;
- give importance to writing


Commenti inseriti
Slide "Playing Kandinsky "
Presentazione della buona pratica Download
Link utili
Ligeti - Artikulation Click here
Daniele Lombardi, L’apprendista stregone Click here
Clapping Music animation (notazione trascritta in computer) Click here
Iannis Xenakis – Pithoprakta Click here
Materiali finalizzati all'azione didattica
Scheda didattica n. 1 - il pennarello sonoro Download
Esempio video - linee da suonare Download
Immagine the Arrow - Kandinsky Download
Legenda e partitura Download
Video partitura Download
Esempio linee da suonare Download
UDA e schede-attività n. 1,2,3 Download
Progetto sintetico Download
Bibliografia e sitografia Download