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Music as a Global Resource: - International Council for Caring ...

Music as a Global Resource: - International Council for Caring ...

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SECTION: Music for Lifelong Learning COUNTRY: Spain PROJECT: THE CREATION OF SCHOOL OPERAS AS A STRATEGY FOR CURRICULAR INTEGRATION AND INCLUSIVE EDUCATION DESCRIPTION: Opera, as a total art genre, provides the opportunity to integrate music with the other areas of the curriculum, giving students a multidisciplinary learning experience. At the same time, opera breaks down the barriers among the different subjects eliminating the risk of de-contextualization that music often has in schools. Furthermore, engaging with this project through a co-operative methodology, all students, regardless of their differences (intellectual capacity and/or socio-cultural background), have the same opportunities. This project aims to develop an educational model that begins in the music class where curricular learning and human values go hand in hand. To achieve this ambitious goal, all the members of the class have to support each other and work together to attain common goals. This project, initially designed for students 10-12 years, creates “school operas”. The musical-dramatic theatre is created completely by the students (script, music and stage-set) and is carried out in three stages: The first of these stages, the “initial phase,” serves to introduce students to different, and unrelated, creative activities (artistic, musical and linguistic) The second, or the “creation stage,” is when the pupils carry out the activities related to the creation of the opera: script-writing, description of the characters, composition of the score, design of the set and illustration of the opera as a comic book. In the third and final stage, the “performance stage,” the roles are assigned (musicians, singers and backstage „workers‟), rehearsals are carried out as often as necessary, the set is created, the show is publicised and performed CURRENT STATUS: The project described above began the school year 2007/08 as a part of an action-research project. All the material related to this study (theoretical framework, description of teaching practices, analysis of the data collected and the final conclusions) will be presented as a doctoral thesis in the Faculty of Education at the Universidad Complutense de Madrid. ADDITIONAL INFORMATION: http://www.educa.madrid.org/web/cp.generalizquierd.sanmartindelavega http://www.youtube.com/watch?v=rifO3a58_PM Publications: http://premio.fad.es/pdfs/2008/ComMadrid_30.pdf Ocaña Díaz, Á.: “Crear óperas escolares: una propuesta de formación integral”, Revista Scherzo, Año XXV, nº 253, junio 2010. Scherzo editorial, Madrid. (In press) CONTACT INFORMATION: Organization: General Izquierdo School Address: Poblado La Marañosa, San Martín de la Vega, CP 28330, Madrid Phone: (+34) 91.894.64.38, (+34) 667.76.83.64; Fax: (+34) 91.894.64.38 Contact Person: Ángel Ocaña Díaz Email: cp.generalizquierd.sanmartindelavega@educa.madrid.org; angel.ocana@educa.madrid.org 190

SECTIONS: Music for Sustainable Community Development Music for Lifelong Learning COUNTRY: Australia PROJECT: INTERGENERATIONAL INVOLVEMENT AND LEARNING THROUGH MUSIC, RELATED ARTS AND TECHNOLOGY: ARTSTORIES DESCRIPTION: ArtStories is a transdisciplinary model of practice described as intergenerational involvement and learning with the arts. It is a framework for participatory arts-based initiatives in education, health and community settings where participants create and tell stories of self, family, community and dreams. ArtStories may include listening, singing, playing, dancing, writing, drawing, painting, constructing, and multimedia. ArtStories began as a participatory, educational research initiative in the Northern Territory of Australia from January 2006 to December 2008. The Northern Territory is an extremely diverse region where the total population includes almost 30% Indigenous Australians, many living in remote communities. The Northern Territory population is both multicultural and multilingual. ArtStories initially came to life in five urban, rural and remote school communities, investigating the impacts of arts-based teaching and learning in mainstream classrooms. The major findings were improved student literacy, a positive impact on classroom teaching, and four core principles of practice. These core principles do not represent a step-by-step procedure. Rather, these elements of practice are recursive and often simultaneous, and describe ways of engaging and involving people in the arts: Connect people, ideas and purpose Share stories of people, place and practice Explore the past, the present, and future possibilities Be inventive and open to learning from the unexpected ArtStories looks different in each place, with different groups of people. It provides a framework for practice rather than a prescription for action. The ArtStories model guides our interactions and involvement with each other and the arts. ArtStories practitioners are drivers of change who advocate, model and celebrate the impact of involvement and learning with the arts. ArtStories core principles are robust, with anyone, of any age, anywhere. CURRENT STATUS: The Australian researcher, music educator and music therapist who conceived ArtStories is currently employed as Library Program Advisor with Northern Territory Library, a state reference library. Libraries all over the world increasingly utilise the contributions of practitioners and professionals from a range of disciplines, including educators, scientists, historians, and digital artists, who introduce libraries to new audiences, unexpected ideas and inventive collaborations. Current intergenerational library programs in urban, rural, and remote areas of the Northern Territory, where the arts are the currency for community building and learning include: Telling Tales: Telling Tales uses an intergenerational storytelling approach, where young children, older school-age peers, and senior adults from the local community use music, photographs, artworks, puppet play, and everyday objects to elicit and share stories about their experiences of schooling. It is a collaboration between a local school, library and educational advisors, and grew out of a concern in a rural elementary school about children‟s classroom and playground behaviours. Northern Territory Library collects, preserves and enables access to the 191

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