Training in La Rioja
The training and replicability workshop was developed within the collaboration framework of the CRIE (Centro riojano de innovación educativa) with the PLANEA Network. The objective was to train teachers from La Rioja on musical life stories and their materialization in sound panels, for which a technical kit with a Makey Makey plate and a recorder was provided. The workshop was developed in a practical way to experiment with the gadgets and play.antropoloops and make a sound project from start to finish. The participating centers, in addition to the kit, received some of the postcard sound panels from CEIP San José Obrero in Seville.
You can see here some photos of the training workshop and some of the projects subsequently developed by the participating teachers in their schools with some excerpts from the teaching reports of their projects. We love the way in which each teacher finally developed the projects with their context and needs :)
Projects
Some of the projects subsequently developed by the participating teachers in their schools with excerpts from the teachers' memories.
our purpose with the COVIDA Project is to show the importance of music and sound in the daily life of our students since for them it is their most important means of expression and communication. The first thing we have done is to record their daily reactions to important routines such as saying good morning, roll call or going to lunch. As you can see in the photos with the students. These are moments of special relevance as they make them orient themselves in space and time. In addition to these moments, we wanted to capture the emotion they feel with live music, either using musical instruments or a capella. All this has been reflected in a mural with photographs in which pressing the buttons and you can hear the funny reactions of this wonderful group of students.'
'...we wanted to know which bands had had the most impact in our country. Each student looked up questions about the band they had chosen by creating a short biographical summary text of the groups. Then we printed this card and pasted it on a panel to which we connected buttons to play the most famous songs of each group...Later, we received the sound panel from Seville and displayed it in the schoolyard so that all the students could listen to it. It was also played on a loudspeaker in the classrooms. On a voluntary basis, students in one class were offered to participate in a similar project.'
'...THE PENTATONIC SCALE...A pentatonic scale, in music, is a scale formed by a succession of five sounds separated by one tone or more. For the realization of the activity, we used the C Major scale, with the following sounds, C, D, E, G and A; we used an old coat hanger from the center, which had six hangers so we duplicated the C, low and high, so we had a sound for each of the hangers. With the students, the whole scheme with the Makey Makey board and the corresponding wires was elaborated. Once the elaboration of the device was finished, two activities were carried out: One group connected the wires, with the disordered notes and another group, had to listen to the sounds and put the name of each of the notes, by means of Velcro; and another, with the notes ordered from lower to higher pitch, had to connect each of the wires so that the name of the note, corresponded to the corresponding sound.'
in the CEIP Milenario de la Lengua Castellana I have carried out the project in the class of 1st of Primary Education. In addition to the sessions of explanation and display of the example panel in the chosen class I decided to reconvert the activity into a collaborative workshop with the families. To do this, once the project was explained to the students in class, I sent several text files and video tutorials to the whatsapp group of families in this class. Once recorded, collected and edited all the digital material we went on to hold a session with the support of mothers and fathers to elaborate the panels in a physical way and start listening to them. The panels have been exhibited in the school playground at different times so that families can see, touch and listen to the work done. Given the good results and the involvement of the families we have decided to place the panels again in a public way in the school playground on June 27th (day of the end of course party) so that everyone who wants can access them.'
this project has been carried out by the two music teachers of the center with the two classrooms of 4th grade of primary school. Sara in 4th grade A and MÂȘ Luz in 4th grade B. The project was about involving the grandparents in school work and collaborating with their grandchildren and that the grandchildren knew old game songs played by their grandfathers and grandmothers. They made the recordings at home, sent them by classroom, made the collage divided into groups of 6, put up the aluminum tape and we created one panel per class. We also played with some of those games and to finish we used the makey-makey connections and became a human chain of sounds. The students have enjoyed a lot and have remembered and learned many games. The foreign students have also taught us games from their countries and they have seen that they are not so different from ours.'
the activity is called "TocapoesĂas", and consists of making different murals and collages in which the children have written different poems by children's authors, previously selected by themselves among several options. Once the collages were ready, the students recorded the poems with the h2n zoom and we included them with Scratch and Makey-makey in the collages. On the day of the book we made an exhibition so that all the children of the school could see the work done. During the following weeks, families have been able to come in to see the collages and this week, the students of IES Gonzalo de Berceo have also prepared a visit. Finally, managing the material and so that everyone could listen to the poems, we built a single "TocapoesĂas auditivo" with all the poems at the same time. In this way, with a single Makey-makey and a computer, we managed to gather all the poems in a privileged place, where everyone could use it'
objectives:
+ To analyze the different timbres of each of the sound spaces of the institute through recordings
+ To create loops, through antropoloops, from the recordings
+ To develop a musicogram joining the loops in a musical logical way creating a descriptive audio of each zone for the sound panel
+ To create a panel (in an interdisciplinary way with the subject of plastic and technology) with the plans of the institute in which we will place the different descriptive audios'
the music room.
+ Scale, technical drawing and proportions and measurements in the development of the technological project: Sketch drawing of the room itself, definition of materials, properties of materials, sound properties specifically and identification of spaces and textures.
+ Execution of a model, based on the materials and dimensions analyzed.
+ Relationship of our spaces with the sound, noise, silence and music that surrounds us in our room.
+ Music and space: It has been discussed and reflected in the project, the relationship of the spaces inhabited by each student and the sound and music that fills them, as well as the relationship with the materials, devices and other elements of these spaces.
+ Music and mix: The music and sounds of one and the other, are not so different, they are even sometimes complementary.
+ Elaboration and choice of themes: A very enriching part for this group, which comes from different classes and classrooms, has been to share the music and vote among all those who were going to the project.
+ Recording of our interviews, in pairs, on everything analyzed in the project. On a voluntary basis and without a very elaborate script.
+ Elaboration of a panel representing the work done, the process, the materials and the place where it was done.
+ Collage: Images chosen by the students that reflect the process and the objective.
+ Installation and programming.'
'Observations:
It is a technical and technological project very difficult to do and in the case of French not very productive, because we have already used many sessions, without reaching any result yet, besides the students do not use French as a vehicular language and I cannot be with everyone to correct their pronunciation and that what they record is minimally correct.
However, the students participate with great motivation, they are very interested and very curious to check the result.'
observations:
For me it has been a complicated project because of my "technological gaps" and we have needed more time than initially planned. They have not improved their English, because they spoke in Spanish, it is difficult to control the students while they are working in a group. They were very motivated and some of the students who are normally shy and do not participate in class have shown a great command of technology and have helped other classmates.'
the activity "Music life stories" has been developed in the third quarter of the academic year 2021-2022 with students of 2nd ESO bilingual and 2nd Bachillerato, and with the collaboration of the language assistant and a student of master of teaching internship.'
development: Fran Torres and Rubén Alonso
participants: Teachers of educational centers in La Rioja and their students
place: Logroño
institution: PLANEA Network + CRIE (Riojan Center for Educational Innovation)
year: 2022
