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'