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Engaging Community Through Music Methods

The document discusses engaging participants in a community music project through cooperative learning techniques like jigsaw, using stimuli like paintings to inspire musical creation and elaboration, and encouraging improvisation and sharing of ideas to develop new music collaboratively. Participants will work in mixed groups rather than family groups and take turns teaching and learning from each other.
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0% found this document useful (0 votes)
7 views1 page

Engaging Community Through Music Methods

The document discusses engaging participants in a community music project through cooperative learning techniques like jigsaw, using stimuli like paintings to inspire musical creation and elaboration, and encouraging improvisation and sharing of ideas to develop new music collaboratively. Participants will work in mixed groups rather than family groups and take turns teaching and learning from each other.
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

How will you engage the

participants in your activities? The


Cooperative Learning Jigsaw
technique, https://
[Link]/watch?
v=ocflomXm06I, can be applied to
the music in the community project.

Using stimuli to perform, to create


and to elaborate on. A painting
used as stimulus, looking at the
dierent layers to the painting/
picture and explore practically how
that can be highlighted within a
musical context

One key aspect to the community


music project I am developing is
the method of improvisation in
order to create and explore new
music, developing original ideas
from one person into additional
material from another participant.

Methodologies

Sharing knowledge and


applications, working with mixed
family member groups rather than
inter-family groups, exploring how
to teach other people what you
have learnt yourself, becoming the
teacher and developing new ways
to learn and be taught.

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