Body music is a privileged strategy that allows the students to acquire motor fluidity and awareness, which are at the basis of a good relationship with one’s body, with oneself and with others.
The subject explores how mental instruments - which are inherent action and movement in space - play a fundamental role even in the organization of cognitive functions such as memory, reasoning, attention and creativity.
In an enactive frame, making music together as a multisensorial experience through the voice, movement, body percussion, relationship, provides the students with instruments that they can use in their educational and personal growth.
The title, “The music I have”, does not indicate neither possession nor judgement: it’s one’s own music, which everyone makes on his/her own.
The triggered imitative, creative and improvised processes become important experiences to acquire solidarity and empathy.
A body music path is characterized by the convenient aspect of being self-sufficient: the students bring their own instrument along with themselves.
The only difficulty that can come up concerns the performances, which prefer a generous but clean acoustics, or often require the use of loudspeakers, if conducted outdoors. The spaces used can be the musical laboratory, as well as the gym, or a courtyard or the classroom, depending on the number of participants in the circle.
The rate of usability and reproducibility is clearly high.
The skills, goals and training objectives selected by the teacher for this experience are shown below.
The primary school
The students learn how to:
- complete tasks evaluating the outcomes of their work with the teacher’s help
- take on personal initiatives, and search for possible paths for correction or improvement
- use some pieces of knowledge acquired to solve problems requiring experience
- adjust the amount of time, increasing it more and more, in which they are able to pay selective, sustained, divided and alternating attention
- apply seriation, comparison and classification strategies
- accept failures always more serenely
- use materials, spaces, resources showing care and sense of responsibility
- use verbal communication to overcome problems and cooperate practically with others in developing common works
- improve their mnemonic abilities, mastering the use of new motor schemes.
The lower secondary school
The students learn how to:
- complete tasks and self-evaluate the outcomes of their work, sharing their relevant considerations with the group
- identify problems, formulate and select solutions, implement and evaluate outcomes
- adjust the amount of time, increasing it more and more, in which they are able to pay selective, sustained, divided and alternating attention
- use the knowledge acquired to solve problems and generalize solutions in analogous contexts
- apply and share seriation, comparison, classification and abstraction strategies
- use materials, equipment, resources with care and responsibility, indicating even the reasons and consequences of non-responsible conducts
- assume behaviors of responsible and cooperative participation to generate forms of social cohesion
- improve their mnemonic abilities, mastering the use of new motor schemes
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