Dismantling and recomposing with Mozart

Educational path to understand and research the formal structures of music, developing the students’ creativity

    School sections
    • Upper secondary school
    • Lower secondary school
    Educational subjects
    • Instrumental practice
    • Aural skills (Ear training)
    • Composition
    • Music and technologies

Dismantling and recomposing with Mozart

The aim of this path was to help the students discover the basic elements of the musical structure with regard to form and harmony, to then lead them in a creative process so as to experience that musical creativity is within everybody’s reach.

The students’ motivation was spurred through Mozart’s game based on composing music through a dice roll. The activity is circular because it starts and ends with a game. The initial step is based on informal learning that leads to a formal and structured learning. This path allows for various levels of in-depth analysis and can thus be used in the lower and upper secondary school.

The path allows to acquire all the elements established in the objectives related to competences. In fact, the students first carry out listening and analysis activities aimed at understanding structure, to then pass on to improvising in an organized way, to then finally play and reach the reading-writing phase

Work tools

The ideal place for this activity is the music classroom, equipped with a keyboard or a piano, and various instruments, such as metallophones. It is useful to have a projector or an IWB to view the scores all together. It is indispensable to use Mozart’s game, both in the original version and in a version suitably organized to be easily used at school. The use of free software for the musical notation is optional, although useful.

Educational purposes

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

    • Sound perception
    • Analysis
    • Comprehension
    • Execution
    • Improvisation
    • Composition
    Reading and Writing
    • Use of unconventional analogic music notation
    • Use of conventional analogic music 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
Educational targets

The students learned how to:

- improvise simple melodic ideas
- recognize the ascending/descending melodic modulation, and represent it with their body and graphic lines
- recognize and reproduce simple rhythmic cells
- transcribe a graphic sign of melodic modulation in a traditional score
- recognize and identify a suspended or perfect cadenza (feeling of suspension or closure)
- analyze a simple formal structure
- recognize the tonic and dominant function
- analyze and recognize a musical structure
- communicate, verbalizing, the musical discoveries, resulting from analysis and observation
- explore the sonorous production with instrument/voice/body
- perform simple melodies and harmonies
- participate correctly in a group musical performance
- cooperate in group in the creation of simple sonorous objects, following the instructions received


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Materiali finalizzati all'azione didattica
Le 176 battute di Mozart realizzate come "mattoncini" MIDI. E’ possibile giocare inserendo le battute in un MIDI sequencer, in modo che vengano poi eseguite di seguito formando il Minuetto. Download
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