My body listens

The territory and its sounds interpreted through gestures, movements, and the voice

    School sections
    • Pre-primary
    Educational subjects
    • Music, Rhythm and movement
    • Aural skills (Ear training)
    • Vocalism

My body listens

In this path, the body listens and I listen to my body. Music plays, moves, participates, experiences emotions and reinterprets them. It is a language that fosters self-exploration. The students translated what they felt into body expression, discovered the potentialities of their bodies, learned how to feel their bodies as theirs and made them protagonists in a sonorous interpretation and creative reformulation. They read the sonorous events with their body, gestures, voice and gradually acquired more specific knowledge and useful competences that steered their educational path.

Work tools

Each group carried out 15 hours of laboratory activities.

We used a large classroom in order to foster free movements. The final lessons were dedicated to the preparation of the final performance.

The materials used were: plaids, gym circles, rhythmic instruments, educational musical pieces for the exploration of sounds and sonorous parameters, for choral and interpretative proposals.

In order to guarantee inclusion, the teachers worked all together.

Educational purposes

The skills, goals and training objectives selected by the teacher for this experience are shown below.

    • Sound perception
    • Interpretation
    • Analysis
    • Comprehension
    • Execution
    Myself and the others - Production
    • They can manage their first generalizations of the past, present and future and they are more and more independent in the space that is familiar to them, by progressively changing their voices and movements with respect to other children and in accordance with shared rules.
    Body and movement - Production
    • They can control their gestures; they can correctly evaluate risks and interact with other children with movement games, music, dancing, and other forms of expressive communication.
    • They are aware of their body and its different parts and they can represent it statically or dynamically
    Body and movement - Reading and Writing
    • He/she recognises signals and rhythms of his/her body
    Images, sounds, colours - Listening
    • They discover the space of sound through musical perception and production by using their voice, their body as well as various objects.
    Images, sounds, colours - Production
    • The child communicates, expresses emotions and tells, using the various possibilities that the body language allows.
    • He/she invents stories and knows how to express them through dramatization, drawing, painting and other manipulative activities; he/she uses materials and tools, expressive and creative techniques; explores the potential offered by technologies.
    Words and speeches - Listening
    • He/she listens and understands stories
    • looks for analogies and similarities between sounds and meanings
    Words and speeches - Production
    • They recognise and experience language plurality
    • They can express and communicate their emotions, feelings and opinions by using verbal language in different situations of communication.
    • They can experiment with nursery rhymes and drama; they invent new words
    • They can tell and invent stories
    World’s knowledge - Listening
    • They are able to identify objects and people’s positions in space, by using terms such as “in front of/ behind”; “over/under”; “right/left”, etc.
    • Children are able to group and sort objects and materials according to different criteria; they can identify some of their qualities and compare and evaluate different quantities. They can use symbols to record them and make measurements
    World’s knowledge - Production
    • he/she follows correctly a path based on verbal indications
Educational targets

The students learned how to:

- listen to and compare sonorous phenomena, and experiment them with their bodies
- express themselves with movements, their voices, and simple instruments
- reproduce simple rhythms with movements and percussion instruments
- use gestures and movements along with musical pieces performing simple choreographies
- recognize musical phrases
- reproduce sound parameters through movements
- participate in choral singing
- pay attention to, understand and put into practice the teacher’s instructions
- cooperate creatively within a working group
- experience various ways of working together with music, respecting everybody’s rhythms and ideas, enhancing self-control to insert themselves in the rhythms of the group, sharing their satisfaction for what realized.


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