Map Method
What is my role in the project
Co/delivering and facilitating creative music and movement workshops and performances. Ana and I worked together and discussed how we were going to deliver each workshop every week. Already having worked together, Ana and I begin our introductions through various warm-ups.
Stage 1 of the Workshop Process
Music warm-ups include:
Various improvisation games using the voice - singing, rhyming words with rhythm and simple melodies, using our bodies to create rhythmic ‘windows’ accompanied by guitar and SCO musicians.
Singing games with "windows" for the pupils to add in their own ideas
Singing songs using our names, numbers, food, animals, colour as a way to connect together and discover some of our likes and dislikes with ease – useful for the following weeks of exploration.
Exploring percussion and new technology, identifying how to achieve the creation of 'atmosphere' and other abstract concepts through soundscapes and sound effects (using Logic pro and Soundbeam, iPads and various percussion).
(Ana’s movement warm-ups) these warm-ups are crucial in creating the right environment for pupils to work in – a safe place – It might be the first time a pupil has picked up an instrument or made up one word to a song - It is up to Ana and I to show the pupils this is a place for exploring, making mistakes and discovering our potential as well as having fun. This is also a place in which we give the pupils boundaries and guidelines in how to express themselves and work together with us as facilitators. This also helps teaching staff and others in the school to identify our styles and what we hope to achieve.
Stage 2 of the Workshop Process
Using a collaborative teaching and learning style: learning from the pupils as well as teaching them the tools and skills in which to make music and movement.
I wrote contrasting sketches of music for SCO musicians to play to the pupils. This gave the pupils a palette in which to work from and some security to just sit and listen before having to act and give their ideas.
Ana responded to these sketches through movement – giving examples – using play – asking what the pupils liked and if the movement ‘fitted’ to the music.
These sketches helped myself and Ana to introduce ourselves more and give something of ourselves to the pupils - to put ourselves 'on the spot' and show pupils what we expect - making mistakes, re adjusting, discovering options, knowing there maybe many ways to achieve the same results.
Listening to the music, talking and brainstorming ideas about how the music made us feel, move and think was very important to the pupils and allowed them to open up and give their ideas in their own words.
Stage 3 of the process: Towards some Kind of Performance or Showing
We began improvising some of our favourite ideas and “scenes” from these brainstorms, using percussion and technology and movement. We used the sketches as our guide and accompaniments for our ideas.
Re-evaluating our ideas continuously rehearsing and moulding them was an experience and very challenging for us. We were continuously experiencing the sound of our music and feel of our movement as it developed.
As our ‘story- line’ developed, we began to learn some musical skills. We learnt how to use Figure-notation (a way we structured and wrote down notes to our improvisations) which pupils created on chime bars and iPads (see links on my blog about how to compose with Figurenotes) We also created our own structured rhythms, conducting techniques and soundscapes.
I call this process of development in my own practice ‘rehearsed improvisation’ – repeating what feels good and sounds right on our instrument and that is part of our piece as a whole, until we have something that we can play from memory or write down or conduct – also something (a melody, sound, rhythm, sequence etc) that can be developed and refined and shaped by the practitioner - to show pupils how to use percussion and various other instruments and technologies in a conventional way as well as keeping their way of playing it too if that is part of the ‘storyline’ - giving the pupils the skills and tools to begin to learn to play an instrument, but most importantly to keep true to their initial ideas and self expression.
We developed the ability to make choices as a team. This helped to create other interesting musical ideas. For example -we wanted to depict the sunset through using subtle delicate metal sounds played in a sequence. We began to use the instruments we had as our painting palette or orchestral palette in which we could learn how to arrange timbre, numbers of instruments and soundscapes together. We also learnt how to conduct and lead musical ‘events’ as well as improvise, play and perform.
Photography by: © Nick Photography
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Outcomes
To increase musical skills and knowledge.
To develop group compositions and performing.
To work with professional musicians drawing on various styles of music.
To work with movement - discovering ways in which movement is closely linked to making music and how music is enhanced through movement and movement is enhanced through music.
To produce a quality product - that has potential to develop.
To develop social Interaction and working with others.
To develop communication skills.
To develop motor skills.
To increase confidence playing with others and performing independently.
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Summary
My practice uses simple techniques such as creating melodies using Figurenotes, and harmonies through music technology to allow pupils to be creative irrespective of their musical knowledge or playing standard.
Pupils are encouraged to play instruments that they are already learning but also to sing, to conduct, use music technology, and to try new instruments. By focusing on creativity and composing music, my practice encourages pupils to be enthusiastic and excited to play instruments whilst also developing an understanding of key musical concepts such as melody, structure, harmony, and instrumentation. Pupils will also develop confidence, communication skills, team-work, and listening skills throughout the sessions.
My Practice
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