Signs and Symbols: Recording and Composing

By David Wheway

‘Signs and Symbols’ is one of a series of 5 books which focus on developing music across the primary/elementary curriculum. Ideas are designed for the generalist music teacher. However, a special feature is that of suggesting ways in which visiting musicians can support and liaise with schools to enhance the music curriculum.

The focus of these materials is to develop simple ways of representing sound (including rhythm and melody), from pictorial, through signs and simple invented symbolic representation, leading to children’s own graphic compositions. The terms ‘signs’ and ‘symbol’ are used to differentiate the children’s invented representations of sound from a common perception of notations, which has associations with traditional western notations (e.g. crotchets, quavers, etc.). The materials offer suggestions for sound exploration activities, useful as preparatory and on-going experience.

• Language: English
• Publisher: Lulu.com
• Release date: Jan 2, 2018
• ISBN: 9780244659134

Book preview

Signs and Symbols: Recording and Composing

SIGNS AND SYMBOLS:

Recording and Composing

… Exploring, and refining sound, recording sounds with pictures, signs and simple symbols. Developing composition and presentation/reflection. Considering music elements. Combining symbols into increasingly sophisticated graphic scores.

Author: David Wheway

Copyright  © LMP 2018

Published by LMP: 4 Church Lane, Market Harborough. LE16 8PG. UK

ISBN: 978-0-244-65913-4

Other Booklets in this Series

‘Listen Carefully’ (Composing and Recording with pitch).

‘Bubbles’ (Developing beat and Rhythm).

‘It’s OK’ (Developing listening to music).

‘Safari Park’ (Developing composing).

ABOUT THIS BOOK

‘Signs and Symbols’ is one of a series of books which develop activities in a progressive way. They suggest ideas for liaison between school staff and Visiting Musicians.

The focus of these materials is to develop simple ways of representing sound (including rhythm and melody), from pictorial, through signs and simple invented symbolic representation, leading to children’s own graphic compositions. The terms ‘signs’ and ‘symbol’ are used to differentiate the children’s invented representations of sound from a common perception of notations, which has associations with traditional western notations (e.g. crotchets, quavers, etc.).The materials offer suggestions for sound exploration activities, useful as preparatory and on-going experience.

Activities should be revisited across key stages 1 and 2, revising work done