Ensemble music workshop: “Anybody can play Jazz”. The module includes the creation of a musical workshop aimed at creating an ensemble for the performance at the concert. The idea is to use the attractive potentialities conveyed by music in order to support the awareness of the group in a collaborative dimension, proposing the realization of a product and the achievement of a goal. The success of the activity will not exclusively be related to the quality of the individual and collective performances that will be achieved, but to its emotional sphere, to the acquisition of the awareness of belonging to a community in which each one feels mutually important and is aware that the needs and objectives will be met and achieved with common commitment. Thus, it will be possible to observe the increasing self-esteem and trust in others.
Rhythmic Laboratory: The experience given by a rhythmic laboratory is that of a metaphorical journey to discover distant cultures, in this case the culture of jazz, hand-in-hand with the operator through the exploration of captivating rhythms and the improvisational element. These are the focal points of this new continuity project.
It has now been well established that music positively affects brain formation, increases intelligence, sensitivity and aesthetic sense.
Playing music promotes motor coordination, attention, concentration, logical reasoning, memory, self-expression, creative thinking.
Playing music that is derived from Jazz also favors the sense of grouping and an introspective work on how to approach and give order to one’s ideas, giving the people involved useful means not only in music, but in everyday life.
Support workshop: “The colors of Jazz” sees the kids as the protagonists of a workshop experience that aims to educate them on listening to jazz music and on graphic representation, through colors and drawings, of the emotions it arouses. Sound and color are then combined with rhythm, time, and space, so the musical experience gets to activate and develop some basic psychomotor and cognitive skills. Through continuous shifts between movement, sound, and sign, this musical activity appears as an opportunity for the learner to proceed with simple transformations between the different codes: sound, gestural, graphic and verbal; it thus directly points to the promotion and strengthening of the student’s elementary cognitive processes and proposes the musical experience as a real “mental organizer”.