"Our data suggest that the Sounding Out programme has been a success musically, with clear evidence of virtually all pupils achieving more advanced musical behaviours as their academic year progressed. This is very commendable and provides a solid evidential foundation from which to argue that all deaf pupils should have access to appropriate music education provision, whether in Primary or Secondary schools to support learning in and through music." (Professor Graham Welch & Dr Jo Saunders, UCL Institute of Education, 2018)
I've been told many times about my bad stage presence but the more the people was telling me about it, the more I was getting worried. The efforts I put trying to use my body actively didn't get any success. Then something new happened to me.
A simple conversation in which everyone says the name of a favourite food, during the last week became a multimodal and intermodal musical game, between sign language and body percussion rhythm.
This kind of sessions is a big learning and in the same time a mental game for me: it requires to be present at 100%, to think quickly, to improvise and in the mean time to feel well. Because for me this is the point: I can't make and teach music if I'm not feeling fine because music is energy, relaxation, rhythm, FLOW.
Quando è stanco, come oggi, non c'è possibilità di interagire con lui attraverso il linguaggio. Nemmeno lo sguardo è più presente. Quando è stanco come oggi mi sembra di non conoscerlo, di non aver mai lavorato con lui e di aver perso tutti i progressi fatti insieme. Devo immediatamente cambiare modalità di comunicazione e l'unico linguaggio che ci connette è quello sonoro.
Flexibility is a good word to describe music therapy. Improvisation is another good word. Unpredictability another one. Today I run a session with H., my 3 years old autistic patient. Today he needed the mum inside the room. This was not in my plans but I knew it could happen due to his young age.... Continue Reading →
Carrying my trumpets/boomwhakers with me - and my sleeping face - for the rehearsal with the kids! 😂 As part of the project Sounding Out - Music with deaf students for Creative Futures, Julia and me proposed the children to get inspired from some paintings housed in the British Museum to compose two musical pieces.... Continue Reading →
My students basically don't practice the piano in between the classes, especially teenagers. I don't assign them "homework" because they barely have the time to relax: English school keeps them really really busy.
Working on the preparation for our show with the children, for the reseach Sounding Out - Music and Deafness!
As part of the program of the research Sounding Out - music and deafness (Creative Futures and UCL) we are going to create and play live the soundtrack for a short animated film with the kids: original music composed by the students and the teachers, and sound effects recorded at the school.
On the 6th of April 2018, the last shop from Ocado arrived at our home. On that day we realized how much plastic there was just in our shop and we decided that we would try other solutions to have less impact on the environment. We also started feeling that we wanted to have a more sustainable lifestyle.
Da un po’ di tempo sto utilizzando Skype per supportare attraverso percorsi di supervisione e studio alcune persone che ho incontrato negli ultimi anni come formatrice e docente musicale. Magari è arrivato il momento per condividere tutto questo anche con voi Ecco cosa accade durante le nostre sessioni su Skype...
Tra le altre cose, essere un bambino di 3, 4, 5 anni significa infatti: - affrontare le prime prove per la crescita e lo sviluppo del sé e della personalità; - entrare in contatto con regole sociali complesse e in continuo cambiamento; - diventare autonomi dai propri genitori; - imparare a rispettare le regole (le quali a volte però vengono tradite dagli adulti!);
The kids that usually don't use their voices started singing short and long notes while the other once where guessing and transcribing the sounds in symbols.
This multisensory approach being much closer to the natural learning style of the children showed that the body can be played like a musical score made up of big and small gestures, rich in rhythmic patterns, volume, speed, timbre and many other elements. The visual nature of this activity allowed the children with hearing impairments to have a closer affinity with musical dialogue.