Tweeting high                       Rustling in trees                         

Branches snapping

Leaves shuffling

Blowing wind

Singing birds

Twig crack Buzzing flies

Screaming people

Talking Chirping Walking Stamping

Flying Floating

Buzzing bees

Worm slurping

Birds tweeting

Stones

Tree slaps

Shaking Waving

Spider falling Distant

Water waving

Closely

Clapping

Scratching ShuffleScrape

Trod

Screaming Whispers

Drumming

Woodpecker Scribbles

Crackling Tingling

 Deep

Peeling springs

Rings Vibrates Crunching Rain 

Fire

Plopping

Splish sploshing

Chugging 

jump

Day 4 session plan

Log-in
Folders
Do's and dont's

Listen to individual sounds
Plus a couple of pieces

Questions: describe the sound. Dave scribes.
Listen for Rhythm patterns.

Watch the film 2mins no sound

Questions: which sound clip goes with which image? Discuss.

Watch film again with sound.

Questions: Were the sounds appropriate? Where did they match, where didn't they match? What did you notice that was different about the sounds?

Activity: In pairs listen to all 'raw'  untreated sounds in VLE folder and choose 3.

Explain composition.
Audacity tutorial.
Open and name and save
Import
Move
Demonstrate: highlight, loop, trim, and repeat process to create looped ostinato rhythm pattern.

Back to art room, visualise the sounds using paper to cut and blutack to background (linear with Rhythms and layers-textures and tempos)

Choose instruments that are representative of the sounds and play the piece. RECORD

If Time try combinations of two or more pieces at once. ABACAD structure. Etc.

the thinking ear

painting echoes

'I'm painting echoes'

xy piece

the x y piece
vocal composition based on sounds heard in the classroom
footsteps door bang talking toilet flushes door opens distant talking people writing on paper echoes tapping a honk distant wind swooshing picking paper up

(duration and pitch)

Week 2 Bowling Pk

Mapping the school Sonically

Create floor plan of the school

descriptive text

sounds that give a sense of the space (where it is, what it is)

 

Unusual sounds that you can find (ones no-one will guess what they are, mysteries)

Words that describe the sounds

Take pictures of the space from unusual angles and details that other people might not see.

sound traps

3 groups revisit the space and trap sounds whilst absent. Record 3 minutes.

Bring back and put onto audacity, choose the best minute of each group.

X&Y Composition 2 by timchatt

esscence

the 'is-ness' of is.

session 1 outlined

1.Intros, Aims of project: to explore sounds, to compose make & create

2. Whats your favourite sound / I love the sound of…..

name game clap clap name, clap clap repeat. x2 then clap clap all together

focus-pass the  newspaper-listening

10 mins

3. Journals: What do you want to want to happen? What are you expecting?

20 mins

4. Sound Maps: mapping the classroom (paper + pencils). We scribe the their description of each sound for the sound wall.

20 mins

5. Sound Map gym with stickers/post-its. Children put post-it where they thought the sounds came from. We collect and scribe the description of each sound

20 mins

6. X & Y composition. Explain pitch, duration and how the piece works. They choose 5 sounds from the sound wall and place them on the X + Y axis.

Play the piece with a human clock all together. RECORD. Play back using Coomber. Refine and play again.

40 mins

7. Plenary. 10 mins.

planning stage 2

listen
thinking ear
journals as reflective spaces: allowing time in sessions to reflect in action as well as on action and a space for developing ideas
2 weeks of skills building through exploration, zooming out from self, mapping space then wider school
sound traps
mp3 recordings
listening time
bring in a sound


forest visit
microphone journey
natural sound
environment creates sound
phenomenology
intervention
creating sound in environment
rain trays
insect percussion
wind chime
piezoelectric

can you see sound?

we asked the children if they could see sound, after exploring rhythm, pulse and dynamics, they composed and played the abstract

what is noise?

are we ever silent?

john cage on silence

There is a strong 'talk for learning' agenda at school and a focus on outstanding teaching practice. 

Here children are afforded the time and space to explore open ended tasks take responsibility for the output and guide each other through their learning.

click here for more information about 'talk for learning'

Murray Schafer on his philosophy

Murray Schafer talks about his rich and extraordinary legacy as a composer and educator including 3 short videos of interviews and him in action.

http://www.artsalive.ca/en/mus/greatcomposers/schafer/




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schaferisms

teach on the verge of peril. (let things go in another direction) 


there are no more teachers, we are all here to learn. 


art is life and life is art (5yrs) life is life and art is art (6 yrs)


 School compartmentalises to train accuities. 


They are never put  back together like they were when you were 5. 


Always teach provisionally, only god knows for sure. sometime s things work and sometimes they don't. 


Teachers must learn how to be a learners.

from Schafer on education part 2


via timchatterton

Soundstreams presents R. Murray Schafer about The Children's Crusade II

planning stage

louise gullick

texture pattern echoes DYNAMIC RHYTHM voice pulse movement story focus reflect STRUCTURE journey layer 




Very often in my experience, many children go through their school lives without finding a voice or being heard, the means by which they are encouraged to express themselves or the methods used to 'teach' them are beyond their reach.


Language and cultural barriers play a part, but more so, I believe are teacher barriers. How easy is it to miss a child's gift? Their talent cannot shine through unless an opportunity is provided.


During a recent project in Bowling Park Primary School in Bradford, we spent two days with year 2 classes creating and composing with an orchestra of made 'instruments'. It was in the making and playing  that certain children starting causing raised eyebrows from the teachers: they were surprised at the abilities and focus of some children.


The sessions were 'risky', we had to 'let go' of the children, they were using new and challenging materials and had to, most importantly, take responsibility for their learning.


 Amidst this apparent chaos, many children seemed lost in their flow, playfully experimenting, developing control and pursuing their own ideas against the struggle.


The headteacher recognised what was happening and suggested we develop this into a model of working that reached,recognised and valued these creative thinkers and doers.


So from a mixed cohort of almost 200 y3 & y4 children we will work through a process that will let those that will, shine.


reading list:
R MURRAY SCHAFER 'THE THINKING EAR'
DANIEL LEVITIN 'THIS IS YOUR BRAIN ON MUSIC'