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Talking about “ORATIO“, and technologies,
is a pleasure for me because it is to see
that these new generations of teachers
were finally able to understand
that learning music, as a language,
has an inherent difficulty which has almost never been surpassed,
creating distance, plus ,let’s say,
a lack of interest and student’s demotivation.
The presentation of an exclusively
symbolic material such as music,
absolutely symbolic either on the rhythmic,
melodic or intervallic levels,
at a time when children’s symbolic period
is not yet achieved.
However, if we wait for the symbolic period,
whole years of learning that should have been made,
will not have been done,
and the learning process will be disturbed.
These new technologies are able
to open a door to well-being and to satisfaction.
This is a door leading children
to a range of entertaining visual activities
that complementarise and embody the lack of,
I would say,
iconic and sensorimotor periods
which happen in music as a subject.
Note that, for example, in painting and sculpture,
the child is immediately in contact
with a learn process by touch,
grabbing,
and this consubstantiates its sensorimotor period
or iconic period’s age state.
This type of material, as I said,
while palpably consubstantiating music,
either by using figures, creating people like those from the village
with whom children are familiar with,
or even in melody with notes
having a face and a figure, who speak,
therefore playing a role of peer/inter-peer
in the village or city where the child is,
are essential in order to create
an entirely coherent material around a story.
This story will enchant children
because they are prepared to understand stories,
moreover, music becomes a story,
and by becoming one
it turns into a common and daily bond of sociability,
therefore, learning is gradual,
consequent and homogeneous.