At the time of shop changes, each group presents other work done, and this is an opportunity to exchange and give constructive criticism.

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Arts and Creations Arts> Music and Arts> Performing Arts Online Journal creations No. 198 “sound and musical practices” announced in the New Educator No. 198 – Published: May June 2010 on a proposal Sector sound and musical practices cycle class 3, Toreille School, Vence (Alpes Maritimes) – Teacher: Virginia Solnon a Music-Dance class Find a place I have a cycle in class 3 a school for 10 classes within a school 2 schools.

We share with the neighboring school classes and a multipurpose room called, that is to say a prefabricated in the courtyard of the nearby school. In recent years, I noticed that the multipurpose room is used little in September, so I usually requires the agreement of my colleagues to invest …

A TICE-music-dance class this year with my colleague EC1, we organize a “music-dance class ICT” of 3 weeks: the first 2 days, the children test both workshops we offer: workshop with Laurence dance and music workshop with me. Then they vote for a dominant, and luck is almost balanced numerically! But curiously, the majority of girls are dancing, and the majority of boys …. music! Every morning time jobs, classes work “normally” until recess.

After recess, the music group invests the room, the dance group is in class “workshop Muanse newspaper” created for the occasion, and published three times; he meets illustrations, reports (reading books and texts on the theme of dance, ballet projections, etc.). Workshops around the instrumentarium The afternoon is my group that invests the room. Our “instrumentarium” remains installed during 3 weeks in a corner.

It consists of metalophones, triangles, drums of any kind (shakers, woodblocks, bells, etc.), a pair of cymbals, of “sound objects” recovered (pan, DIY bracket, metal tubes, spring planted in polystyrene, etc.). We use the instrumentarium first collectively, to become familiar with the tools and very quickly, I propose the children to form groups for a more personal free practice: we therefore share the instrumentarium reserving a slot at each group.

Other workshops music Meanwhile, others can: – painting or drawing, with the only constraint imposed that of a connection with the music. In class, we have worked on operas and musicals as well as ballet on themes Carmen (Bizet), Romeo and Juliet (Shakespeare), West Side Story (Bernstein).

We are seeing the “Romeo and Juliet”, more or less broken hearts – work with me (what an opera but a love story that ends badly?) Vocal practices (no singing, but sound games), with accompaniment of classical works percussion. I rely on the booklets “Odi-Act” to Fuzeau Editions): this approach well enough Directive, help children get a fairly complete production that reassures and seduced. Two class accompaniments will be presented to parents at the end of the cycle.

At the time of shop changes, each group presents other work done, and this is an opportunity to exchange and give constructive criticism. Gradually, a small group mounts a musical tale and the whole group is embarking on the installation of the sound accompaniment of a story invented by Lilian in EC1. With my digital recorder, I keep track of certain products and certain tests.

In class During class time, we work on the following: discovery of Audacity software: manipulation from the records – writing texts for the journal entry on the computer, -discovery opera, particularly Carmen – work around the themes of Romeo and Juliet and West Side story: discover the history, playing an original extract from Shakespeare, viewing extracts from two musicals, search correspondence between the two, etc. Perform in public the last day, we organize performances for other classes and parents.

The day before, a dad comes even film the rehearsal, as well as class time dance group. So we have a souvenir DVD … Parents appreciate the representation and the cultural contribution that fed the general approach.