The Seas of the Moon

By: Associazione Culturale Scuola Popolare di Musica di Testaccio
    School sections
    • Primary
    Educational subjects
    • Choir
    • Instrumental practice
    • Music, Rhythm and movement
    • Aural skills (Ear training)
    • Composition
    • soundscapes
    • Music and technologies
    • Vocalism

The Seas of the Moon

At the Scuola Popolare di Musica in Testaccio, the first structured group was implemented remotely with the groups of Rhythm: the Choir of Children, who had attended in person in the previous four months. A popular song was tackled: "I Mari della Luna", the Seas of the Moon (G. Rodari – T. Visioli): the score was planned and written to be flexible regarding various uses of the voice: sung, rapped and theatrically recited. At the same time, efforts were made to develop music perception through movement, in accordance with the Jaques-Dalcroze method. We developed a story in instalments that created curiosity and offered an opportunity to deal with one educational point at a time. The project was curated by Livia Cangialosi, Giada De Fabritiis, Giuseppina Mastrorilli and Tullio Visioli. - Work tools: The teachers used pre-prepared posters, in the form of composition programs to share on screens and whiteboards, and – through authorisation of pupil participation – extemporaneous and shared music composition programs (sound trap, muses score, - Teaching objectives: to develop the overall competences of students – as each skill area influences the others – starting from the level/context in which each student finds him/herself. Specific times were established to stimulate listening, perception and reproduction of music, bodily or sound improvisation, writing and reading, while taking into consideration the fact that the skills were promoted and guided simultaneously. Vocality was developed by fostering authenticity of expression as opposed to simply intonation, allowing everyone to make a concrete and participatory contribution. - Educational objectives: to live the musical experience in every aspect, activating sensory, emotional and rational responses, thus producing more attention and concentration. - Achievements: the outcome was positive as the students were able to express and apply their learning autonomously and remotely, organising themselves

    • Sound perception
    • Interpretation
    • Analysis
    • Comprehension
    • Execution
    • Improvisation
    • Composition
    Reading and Writing
    • Use of unconventional analogic music notation
    • Use of conventional analogic music notation
    • Learning to listen to oneself and to the others
    • Identify the constitutive elements of a simple piece of music
    • 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
    • Producing timbre, melodic and rhythmic combinations applying basic schemes; executing them with the voice, the body and instruments (including IT tools).
    • Improvising freely and creatively gradually learning to master techniques and materials
    Reading and Writing
    • Using analog and codified notation


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