Multilateral School Partnership Project

“Little Europeans know each other”

2011-1-TR1-COM06-24259-1

Scuola dell’Infanzia “P.Guarneri”Direzione Didattica di Palazzolo sull’Oglio

Brescia - Italy

LABORATORY OFMUSICAnno scolastico 2011/2012

Elaborazione del metodo Bianchi Giordano

Bibliografia:

-Bianchi Giordano, Il “Metodo Bianchi”. Apprendere con la musica dai

3 ai 7 anni, Franco Angeli, Milano 2011;

-Bianchi Giordano, Crescere con la musica. Esperienze cognitive e

terapeutiche vissute nella scuola attraverso il linguaggio dei suoni, il

movimento, il simbolo e il sonema, Franco Angeli, Milano 2004.

1st meeting

Listening to my bodyAfter the ritual of greeting that begins the workshop, the children are asked to lie back on the mat.In a situation of relaxation, the children:- to feel their body to become aware of the rhythm of their breath;- to feel the beating of their heart;- Sit down in pairs to feel the breath and the beating of their partners- Standing or sitting down, they take up a - Standing or sitting down, they take up a journey to discover the sounds;- Sitting in a circle we discover the sounds that our body can produce with our hands, feet, mouth, giving free rein to the creativity of each child.

Silence-noise associated with body movementMusic - Movement / Silence - ImmobilityAfter the ritual of greeting and a brief relaxation of the children must listen to the music and move around, when the music stops they all lie down and remain motionless.

The origin of the sound:Blind man's bluffA child produces a sound with an instrument. A blindfolded partner tries to "capture the sound" heading towards it.The same with two sounds. In this case the child indicates from which

2nd meeting

case the child indicates from which direction sounds are coming with his/her arms.

Simultaneity of soundsGame of the giantThe teacher (who is a giant) makes great strides and the children make noise with their instruments when her feet hit the ground.

Game of the conductor

Before the teacher and then the children command the sounds of the orchestra- Outstretched arms and clenched fist means silence- Open hands side by side - low sound- Arms that widen gradually increase the intensity of sound, up until arms are fully extended- We return to the starting position by gradually decreasing the sound to silence.

3rd meeting

Perception of sound contrastsSilence - Noise,Soft - Strong,

Game of the witchThe "witch", represented first by the teacher and then in turn by the children, closes her eyes because she wants to sleep. The children make noise to disturb her but they must stop immediately when she opens her eyes to avoid being captured.

Graphical representation (with arbitrary symbols) of the sound-silence

The continuous line represents the running time. The circles represent the short sounds.s -------- 0 ------- 0 ---------- 0 - ------------a representation of long sounds with vibrationS ---- ⌃⌃⌃⌃⌃ --------- ⌃⌃⌃⌃⌃ ----- ----⌃⌃⌃⌃⌃

A representation of the sounds Soft - strongs - o ------- O ------ OOO --------- o - ooo ------------------ --------------

s ----⌃⌃⌃⌃⌃ -----⌃⌃⌃⌃⌃ ------------------⌃⌃⌃⌃⌃

S ---- oooo OOOO ------- ⌃⌃⌃⌃⌃⌃ ------------ oO ---------oO ----------------

Each child builds his scorepasting symbols already in place.With the sounds of the mouth or with instruments the children perform the scores.With this stimulus the child understands the concept of”before and after”.

4th meeting

The emphasis of the wordsChildren are provided with a range of two-syllable words with the accent on the first syllable.

We discover the binary rhythmThe children repeat it in an appropriate mannerfirst with voice and then with drums:

S – PAL – la/---------ROS – so/-------------CA – sa/S- Oo /------------------------ Oo/------------------ Oo/S- Oo /------------------------ Oo/------------------ Oo/

With other words they discover The ternary rhythm

S ----TA –vo –lo /-------SCI – vo – lo/ ------SCA –to –la /

S--- Ooo /-------------Ooo/--------Ooo/

Succession of binary and ternary rhythms

The children perform a series of rhythms, singing the rhymes that they know

S --- Oo/Oo/Oo/Oo/OPas – sa / Pa – pe/ Ri – no /Con – la/ Pi- pain / Boc- ca/

S Ooo/Ooo/Ooo/Ooo/Ooo -------------

Valzer del moscerino

Recognition of timbres of the instrumentsRecognition of timbres of the instruments

The children, with closed eyes, listen the drum, the maracas, the rattle, the plate, the triangle, the sticks and they have to say the instrument that produced the sound or run to indicate the image that represents it.

Listening and recognition of the timbre of instruments with the musicWe use a song that switches the sound of the violin and the guitar. The children make different dance movements:when the violin plays, they are scratching their heads;when the guitar plays, they massage their tummy;when the violin and the guitar play together, they run very fastwhen the music stops, they lie down on the ground.(The children call this game ”the dance of fleas”)

Collections Play sets: when teacher shows the card with drum, children play drums. When teacher shows the card of dishes, children play dishes.

Addition and subtractiongame in pairs: a child plays a drum, the other children play the plate and

5th meeting

other children play the plate and they must produce together the 3 sounds.OOY- YYO- OYO- YOYBUM BUM CIAK / CIAK CIAK BUM/…..

Symbolic representation of soundsEach timbre is associated with a symbol.Eg. O drum, Y plates, X sticks etc.The children listen and write the graphic symbol of the sound heard

Game of severe and acute soundsGame of severe and acute soundsWhen the teacher plays the largest drumwhich produces a low sound (BUM), the children jump into the big circle, when he plays the little one with the highest and dry sound, children jump in small circle

6th Meeting

We learn two dances:DANCE HANDKERCHIEF (or gift) zemeratik (Israel)

We learn another dance:AL PATATUSC

7th meeting

CORRESPONDENCE pentatonic bellsOrffWe have 5 tubular bells, theyr sounds corresponds to a musical note- Each bell corresponds to a finger, the teacher shows a finger and the child rings the corresponding bell- Each bell corresponds to a character - Each bell corresponds to a character of a improvised story ;- The teacher tells a story and every time she mentions the mother, father, children, the wolf, the child,the child must ring the correspondingbell.

8th meeting

Succession rhythm and gestures

Enhancing children's folk songs of the Italian repertoireThe children sing and match the words with hand gestures.

“ERO IN BOTTEGA TIC E TAC….”

9th meeting

RECOGNITION OF TIMBRE SUCCESSION

Children play a series of sounds and other children construct it symbolicallybum / ciak / tam / dindrum, cymbals, sticks, triangle

DISCRIMINATION OF DIFFERENT SOUNDSIt’s a game with four characters: Cat - Mouse - bird - snake, which are matchedrespectively to the sound of the dish, the sticks, triangle and maracas. The teacher tells a story in which children alternate the different characters with instruments.a story in which children alternate the different characters with instruments.