1. Multilateral School Partnership Project
“Little Europeans know each other”
2011-1-TR1-COM06-24259-1
Scuola dell’Infanzia “P.Guarneri”
Direzione Didattica di Palazzolo sull’Oglio
Brescia - Italy
LABORATORY OF MUSIC
Anno scolastico 2011/2012

2. Elaborazione del metodo Bianchi Giordano
Bibliografia:
-Bianchi Giordano, Il “Metodo Bianchi”. Apprendere con la musica dai
3 ai 7 anni, Franco Angeli, Milano 2011;
-Bianchi Giordano, Crescere con la musica. Esperienze cognitive e
terapeutiche vissute nella scuola attraverso il linguaggio dei suoni, il
movimento, il simbolo e il sonema, Franco Angeli, Milano 2004.

3. 1st meeting
Listening to my body
After the ritual of greeting that begins
the workshop, the children are asked to
lie back on the mat.
In a situation of relaxation, the children:
- to feel their body to become aware of the
rhythm of their breath;
- to feel the beating of their heart;
- Sit down in pairs to feel the breath and the
beating of their partners
- Standing or sitting down, they take up a
journey to discover the sounds;
- Sitting in a circle we discover the sounds that
our body can produce with our hands, feet,
mouth, giving free rein to the creativity of each
child.
Silence-noise associated with body movement
Music - Movement / Silence - Immobility
After the ritual of greeting and a brief
relaxation of the children must listen to
the music and move around, when the
music stops they all lie down and
remain motionless.

4. 2nd meeting
The origin of the sound:
Blind man's bluff
A child produces a sound
with an instrument. A blindfolded partner
tries to "capture the
sound" heading towards it.
The same with two sounds. In this
case the child indicates from which
direction sounds are coming with his/her
arms.
Simultaneity of sounds
Game of the giant
The teacher (who is a giant) makes great
strides and the children make noise with
their instruments when her feet hit the
ground.

5. Game of the conductor
Before the teacher and then the children command the sounds of the
orchestra
- Outstretched arms and clenched fist means silence
- Open hands side by side - low sound
- Arms that widen gradually increase the intensity of sound, up until
arms are fully extended
- We return to the starting position by gradually decreasing the sound
to silence.

6. 3rd meeting
Perception of sound contrasts
Silence - Noise,
Soft - Strong,
Game of the witch
The "witch", represented first by the teacher and then in turn by the
children, closes her eyes because she wants to sleep. The
children make noise to disturb her but they must stop
immediately when she opens her eyes to avoid being captured.

7. Graphical representation (with arbitrary symbols) of the sound-silence
The continuous line represents the running time. The circles represent the short sounds.
s -------- 0 ------- 0 ---------- 0 - ------------
a representation of long sounds with vibration
S ---- --------- ----- ----
A representation of the sounds Soft - strong
s - o ------- O ------ OOO --------- o - ooo ------------------ --------------
s ---- ----- ------------------
S ---- oooo OOOO ------- ------------ oO ---------oO ----------------
Each child builds his score
pasting symbols already in place.
With the sounds of the mouth or with
instruments the children perform the
scores.
With this stimulus the child
understands the concept of
”before and after”.

8. 4th meeting
The emphasis of the words
Children are provided with a range of two-syllable words with the accent on the first
syllable.
We discover the binary rhythm
The children repeat it in an appropriate manner
first with voice and then with drums:
S – PAL – la/---------ROS – so/-------------CA – sa/
S- Oo /------------------------ Oo/------------------ Oo/
With other words they discover
The ternary rhythm
S ----TA –vo –lo /-------SCI – vo – lo/ ------SCA –to –la /
S--- Ooo /-------------Ooo/--------Ooo/

9. Succession of binary and ternary rhythms
The children perform a series of rhythms, singing the rhymes that they know
S --- Oo/Oo/Oo/Oo/O
Pas – sa / Pa – pe/ Ri – no /Con – la/ Pi- pain / Boc- ca/
S Ooo/Ooo/Ooo/Ooo/Ooo -------------
Valzer del moscerino
Recognition of timbres of the instruments
The children, with closed eyes, listen the
drum, the maracas, the rattle, the plate, the
triangle, the sticks and they have to say the
instrument that produced the sound or run to
indicate the image that represents it.

10. Listening and recognition of the timbre of instruments with the music
We use a song that switches the sound of the violin and the guitar. The children
make different dance movements:
when the violin plays, they are scratching their heads;
when the guitar plays, they massage their tummy;
when the violin and the guitar play together, they run very fast
when the music stops, they lie down on the ground.
(The children call this game ”the dance of fleas”)

11. 5th meeting
Collections
Play sets: when teacher shows the card
with drum, children play drums. When
teacher shows the card of dishes,
children play dishes.
Addition and subtraction
game in pairs: a child plays a drum, the
other children play the plate and
they must produce
together the 3 sounds.
OOY- YYO- OYO- YOY
BUM BUM CIAK / CIAK CIAK BUM/…..

12. Symbolic representation of sounds
Each timbre is associated with a symbol.
Eg. O drum, Y plates, X sticks etc.
The children listen and write the graphic
symbol of the sound heard
Game of severe and acute sounds
When the teacher plays
the largest drum
which produces a low sound (BUM), the
children jump into the big circle, when
he plays the little one with the highest
and
dry sound, children jump in small circle

13. 6th Meeting
We learn two dances:
DANCE HANDKERCHIEF (or gift) zemer
atik (Israel)
We learn another dance:
AL PATATUSC

14. 7th meeting
CORRESPONDENCE pentatonic bells
Orff
We have 5 tubular bells,
theyr sounds corresponds to a musical
note
- Each bell corresponds to a finger,
the teacher shows a finger and the
child rings the corresponding bell
- Each bell corresponds to a character
of a improvised story ;
- The teacher tells a story and
every time she mentions the mother,
father, children, the wolf, the child,
the child must ring the corresponding
bell.

15. 8th meeting
Succession rhythm and
gestures
Enhancing children's folk
songs of the Italian
repertoire
The children sing
and match the words
with hand gestures.
“ERO IN BOTTEGA TIC E
TAC….”

16. 9th meeting
RECOGNITION OF TIMBRE SUCCESSION
Children play a series of sounds and other children construct it symbolically
bum / ciak / tam / din
drum, cymbals, sticks, triangle
DISCRIMINATION OF DIFFERENT SOUNDS
It’s a game with four characters: Cat - Mouse - bird - snake, which are matched
respectively to the sound of the dish, the sticks, triangle and maracas. The teacher tells
a story in which children alternate the different characters with instruments.