The Reggio Emilia Approach. Reflection on Singing and Music Learning Experience in Atelier
The Reggio Emilia Children Approach is one of the most famous pedagogical and didactic models, emphasizing the importance of children’s symbolic language. The hundred “languages” are the many modes of expression, such as speech, writing, movement, drawing, painting, sculpture, shadow games, collage and music, through which children communicate and learn about their world. This contribution will present a reflection on how music can be approached as a language capable of being manipulated since kindergarten and how teachers learn to listen to the “100 Languages” that children use to express themselves as individual learners and as “teachers” in their own right.
Il mondo corale dell’infanzia e della pre-adolescenza nella scuola dell’obbligo e in una accademia musicale
Nella relazione si affronta il tema dell’esperienza corale del mondo dell’infanzia e della pre-adolescenza in Italia, inteso come contenitore di aspetti che riguardano anche la famiglia e gli adulti che ne fanno parte, siano essi genitori o insegnanti. Verrà spiegata l’attività che si svolge in A.LI.VE. (acronimo che sta per Accademia Lirica di Verona) e di come questa esperienza artistica sia diventata know-how per gli alunni delle scuole di Verona. Dopo una prima panoramica sulla situazione corale nelle scuole italiane verranno approfondite le tematiche più specifiche riguardanti l’attività corale: l’inizio del canto corale e l’ingresso di nuovi coristi nel coro, lettura delle note, respirazione, canto a cappella e canto accompagnato da strumento, ascolto della voce, genitori e famiglie, formazione di un pubblico, scelta del repertorio.
Patrick K. Freer
Group Singing with Boys During the Voice Change
Researchers and choral conductors worldwide have identified several aspects of the boy’s changing voice that are important for music teachers. The adolescent voice change occurs concurrently with other pubertal developments and that irregular patterns of voice change may cause unpredictability, particularly if boys are forced into unsuitable vocal ranges such as those specified by inappropriate choral repertoire or classroom songs. In the ages spanning young adolescence through early high school, many different stages of vocal development may exist in any group of young men, even those of the same age or in the same grade. Different voices therefore mature at different rates, making it necessary for music teachers and choral conductors to have knowledge and techniques to work with each individual boy singer.
The lecture will present research-supported information about the boy’s changing voice, with description of the basic physiological changes, their effect on singing, and the timing of the maturation process. The workshop will present activities for working with groups of boys at differing stages of the voice change. Participants will learn “Yonder Come Day”, an authentic folksong (USA) with simple English text that can be easily used with any choir of changing voices.
Die Stimme im Wachstum – Phoniatrische Aspekte
Der Vortrag stellt die Entwicklungsdynamik der Singstimme vom Kleinkind bis zum jungen Erwachsenen aus Sicht der Stimmphysiologie und Phoniatrie dar. Dabei wird anhand zahlreicher Video- und Audiobeispiele auf Besonderheiten einzelner Abschnitte wie das Vorschulalter und den Stimmwechsel detailliert eingegangen. Zudem werden die Chancen und Risiken einer sängerischen Aktivität beleuchtet und Konsequenzen für den Umgang mit der jungen Singstimme in Zusammenarbeit zwischen Chorleitern, Gesangspädagogen, Stimmärzten und -therapeuten abgeleitet.
Sing Me In – Collective Singing in the Integration Process of Young Migrants
In this lecture Sonja Greiner will present the project “Sing me In: Collective Singing in the Integration Process of Young Migrants” with a special focus on working in the school environment.
Between 2016 and 2018 the European Choral Association – Europa Cantat (as coordinator) together with 10 partners in 9 European countries worked on the development of handbooks with tips and tricks for conductors, music teachers and others who would like to use collective singing as a tool to support the integration process of young migrants at risk of exclusion. After collecting around 100 examples of projects in this field, asking questions to the organisers, evaluating the success and extracting tips, ideas and pitfalls to avoid, the partners developed three handbooks (for working with young refugees / for the integration of young migrants into existing choirs / for working in a school environment) and a repertoire guide.
These handbooks provide repertoire tips, recommendations on what to avoid, examples of good practices, communication strategies, funding tips, guidelines on how to prepare the singers, and much more. The handbooks are available in 11 languages (English, French, German, Dutch, Estonian, Finnish, Norwegian, Spanish, Catalan, Turkish and Arabic) for download free of costs on www.SingMeIn.eu.
Sing Me In was co-funded by the European Union Erasmus+ programme.
The Relational Singing Model
While not being restricted health disease, the theoretical and practical bases of the Relational Singing Model are grounded in a long experience with persons suffering from autistic spectrum disorders. That experience, which has been carried on together with a clinical psychologist expert in DIR-Floortime methodology and a philosopher of mind, gave rise to an inclusive model of intervention aiming to improve the quality of singing in groups where well-being is cared for. RSM needs a rigorous setting partially composed of music explicitly written or adapted for group needs.
RSM can have many applications in basic musical education, in projects of social inclusion, in the intervention on expressive, communicative and linguistic fragilities, in choral and instrumental activity. In highly sophisticated musical projects, starting from a formal analysis of compositions and texts RSM will improve the sensitivity to the reciprocal relationship among sounds and to tonal and harmonic functions. Last but not least, RSM will help to realise better performances.
Well-being from singing
The significance of various cultural activities to the growth of social inclusion and well-being has been reported in growing number of research. Singing – and especially singing together – has been noticed to promote happier and longer life with higher social capital. In Finnish schools the system of “special music classes” has shown as well positive effects on the pupils’ enjoyment at school.
The dynamics behind these effects are viewed in this presentation from mental and social perspectives. The concept of social inclusion is here mostly adapted from the writings of Raivio & Karjalainen (2013) and closely related to the conceptualizing of well-being by Allardt (1976).
Through singing activities the children and youth are provided with tools for dealing with emotions, empowerment, self-esteem, social skills, equality, community and agency – among many others. In this presentation different dimensions of the relationship between singing and well-being are discussed. The presenter will be reflecting the field studies upon her experiences as a teacher educator, music teacher and children’s choir conductor.
Stimmbildungskompetenz für Kinder mit Spaß und Spiel
Kinder sind durch echte und authentische Begeisterung so leicht zu entzünden – die besten Voraussetzungen für das Singen im Alltag.
Über praktische und theoretische Grundkenntnisse der chorischen Kinderstimmbildung bis hin zu altersspezifischen Methoden der Liederarbeitung mit Gesten und Bewegung werden im ersten Teil des Workshops Wege und Möglichkeiten aufgezeigt, wie Kinder zum Singen motiviert werden können und mit Freude, Leistungsbereitschaft und mit Begeisterung ihre Stimme zum Klingen bringen. Im zweiten Teil des Workshops wird die Methode praktisch erarbeitet. Die MitSing-Projekte SingBach und SingRomantik werden vorgestellt.
Magré van Gestel
The importance of singing and making music together during the first thousand days of life
Singing is an important element in life. In many cultures music plays a very important role in the community where singing and dancing prevail at ceremonies including festivals, weddings, funerals, church etc.
As a mode of communication, music is believed to be a fundamental part of human existence and whether you are a music lover or not the world would be a pretty boring place to live in without music.
Singing and music are powerful means of communication by which we share emotions, intentions and meaning. (One) of the musical roots of musicality lies in the communication between mothers and babies.
Music, music education and Infant Mental Health starts with sounds: Rhythm, Dynamics, Melody, Harmony, Tone color, Texture and Form. But above all music is emotion and communication.
Key topics during the lecture:
·Musical development from before birth to about 3 years.
·Interaction and communication between baby and parent.
·The development of singing.
Riekie van Aswegen
Singing in Society: Transformative Learning as Culture Rich Experience
This paper offers a personal reflection within an interpretive auto ethnographic framework, with reference to various choirs conducted by the author. The research is mainly a descriptive qualitative study (including some quantitative data) in which the author investigates how singing in society could contribute to strengthening social cohesion in a multi-cultural society. The study investigates folk music as choral repertoire with South Africa’s cultural diversity and socio-political stage as the background, through the lens of cultural capital and transformative learning theory. I contemplate on the role of choral education, with the focus on folk singing as culture-rich practice, contributing to cultural and social transformation. I share my perspective on the possibilities of choral education as change agent contributing to cross-cultural understanding and social transformation. I write about finding my own voice and direction in the dual role as a music educationist as well as an individual South African in a post-apartheid society. The study touches on the role of the media in enhancing or estranging social cohesion. The challenges in finding African songs for equal voice choirs are highlighted. The driving force for this study is my awareness of each individual music educator’s responsibility in strengthening social cohesion, the value of ongoing transformative learning and making a difference through singing in society.