3. Afternoon artwork Kinder-Musik
[A123] 3. Florence, June 26, 1973: afternoon artwork Kinder-Musik. Participants: twenty of elementary school children and youth of media; forty teachers (not just music, not just high school). Microphone, tape recorder, speaker. Experiments: questions of approach ("you like music?" - "You have heard and where?" - "Who's you studied music? ", etc..) imitation of a storm wind (hiss and howl), rain (fingers on wood), thunder (crash at the microphone), density and intensity of events on the increase then decrease (effect approach -removal), mobile sound (see experiments of Bologna), onomatopoeic first, then self (r and running cross s), growth-increase-decrease by decreasing density (revenue driven by the opening of the arms, sounds similar or different and are intended or unexpected); improvisation of three groups (white sounds, flutes, percussion) and vocalist with a microphone (to review replay: monotone, confused, inarticulate); other improvisation, as above (universally known better, because more diverse, resulting in more associative cues etc.). improvisation to the microphone (and only small groups to rotate among all). Discussion:
a) with the guys: "fun" - "time passes" - "is music" - "us used to make music together" - "us used to regulate each other, to listen, then act to organize '
b) with adults (consensus - meaning that there were no objections stated): combination Music to the problems of today ( Stockhausen, Cage , improvisation, etc..) socialized and socializing experiences, listening closely to education, stimulation of creativity, expressive activity, liberating (critical to my concepts of creativity, expression, and liberation attempt to reduce them to a relational matrix, social, because you have that expression, at least one receiver such as the interpreters, etc..) reporting similar experiences abroad, reporting similar experiences with adults; possibility of using Kinder -Musik of spastic children in education or subnormal; opportunities develop a method on the track Kinder-Musik and similar experiences; noticed and singled out for reflection and pedagogical convergence between the time when proper composition, "here has actually talked about music, something that rarely happens between the musicians' ( Paolini), recognition of the need to return to the music in the world, still has its problems as the company, to regain the primary function, communicational and Binding, in areas that the recent dispersal superstructure (culture of elites) had almost completely cleared.
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