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The first meeting of the “Traditional Instruments and Instruments made of Recycle Materials” aimed to introduce elementary school children to the classification of musical instruments and to stimulate their interest in music and crafts through practical and theoretical activities. During this session, the presenter introduced the main types of musical instruments, divided into three categories: aerophones, chordophones and membranophones. Introduction to the Classification of Musical Instruments 1. Aerophones:The first group of instruments presented was the aerophones, which produce sound by air vibrating inside them. The conductor showed the recorder, a classic example of an aerophone. The children had the opportunity to observe the instrument and listen to its sound. Afterwards, they were invited to try playing the flute. The activity provided an understanding of the concept of how air inside a musical instrument can generate sound. 2. Chordophones:The second group of instruments was chordophones, which produce sound through the vibration of taut strings. In this case, the conductor introduced the monochord, an ancient instrument consisting of a single string stretched over a sound box. The children observed how the sound produced changed depending on the tension of the string and were able to experiment with plucking the string to listen for changes in pitch.   3. Membranophones:Finally, membranophones, which produce sound by vibrating a membrane stretched over an instrument, were presented. The presenter used drums as an example of this category. The children were able to observe the drums and listen to how the sound changed depending on the tension of the membrane.   Next, a practice session was held in which the children played five drums, each with different tensions. First they tried tapping on each drum with one stick, then they experimented with using two sticks, alternating hands, to perceive how technique affects the sound produced. This activity enabled the children to understand the differences in the sound of the drums and how membrane tension plays a key role in sound production.   Piano Observation During the course of the meeting, a brief observation of the school’s piano was also offered. The children had the opportunity to see how the piano key, when pressed, activates a hammer that causes the inner strings to vibrate. This part of the meeting allowed them to understand the concept of how different instruments can function similarly, but with different mechanisms.   Creative and Reflective Activity   At the end of the hands-on activities, the children were involved in a series of complementary activities:   * Report writing: Each child wrote a short report on their activities. This exercise stimulated their observation and reflection skills, consolidating what they learned about musical instruments and how they work.   * Drawing musical instruments: As a creative activity, the children colored a drawing depicting various musical instruments. This gave them the opportunity to express their own view of music and instruments, associating the theoretical concepts they learned with their own visual experience.   Conclusions   The first meeting was an engaging introduction to the classification of musical instruments, combining theory and practice. Children had the opportunity to explore different types of instruments (aerophones, chordophones, and membranophones), understanding the differences in how they function and produce sound. Hands-on experience, particularly with the recorder, monochord and drums, stimulated their interest and made learning more concrete and fun. Writing and drawing activities completed the meeting, allowing children to consolidate information in creative ways.

In our second lesson, we delved into the fascinating world of bookmaking, exploring the intricate components that come together to create a tangible story. We dissected the anatomy of a book, from the robust spine and the elegant cover to the delicate endpapers and the often-overlooked headbands. A highlight was examining authentic 18th-century paper, bearing the watermark of the illustrious Farnese family – a local historical touch that brought the past to life. We also learned about the meticulous art of traditional bookbinding, specifically the French stitch, where each signature is securely anchored with a kettle stitch.   Inspired by this journey through bookmaking history, we embarked on a project to create our own unique journals. We selected high-quality materials – faux leather for a touch of luxury and substantial 120gsm paper to provide a smooth writing surface. The process began by lining the inside of the leather with a soft, tactile paper. While this dried, we meticulously folded the seven signatures destined for our journals. After carefully punching holes in both the signatures and the cover, we began the intricate process of sewing them together using a beautiful cross-stitch pattern. This hands-on experience allowed us to truly appreciate the craftsmanship involved in creating a lasting record.”

Our bookbinding adventure began with a deep dive into paper formats. We meticulously folded and measured an A3 sheet, observing how it diminished in size with each fold, all the way down to the minuscule A9. After diligently recording the dimensions of each format, we embarked on our first project: a miniature A9 notebook. Bertie expertly guided us in cutting A4 paper into A8 sheets using our carefully measured A3 guide. With patience, we transformed 1.5 sheets of A4 into 24 tiny A8 papers, which we then folded in half to create three “signatures” for our notebook. We were then free to select a cover paper and adorn it with a little charm. At the end of the lesson, we proudly carried home our handcrafted treasures.   To culminate our learning, we discussed how to bring our fairytale stories (written during ceramics class) to life in a tangible form. We collectively decided to create a single, grand book, brimming with illustrations, a collaborative testament to our creativity.

“How we came up with the idea: Christmas party was coming up and because we like pottery and we with a cooperation project with an Italian school so we decided to make Christmas decorations. Process: first we roll the clay flat and then we shape them into figurines, when they are dry, we put the rope side:)<3 what we felt while making it: was a peaceful, though joyful the entire time.” – Kenzi, Egrit, Lola, students

We made angels, stars and snowflakes from different papers. We made the angel’s wings out of paper, the body and the dress out of string. We made the head from a wooden pearl. “We made the stars from book pages and plain paper. We folded the paper and glued folded parts of the paper together with a hot glue gun. We made snowflakes from wallpaper. It was peaceful to do and relaxing activity. <3 <3 <3” -Rafael, Anna-Kalli, Aade

The final lesson of the course culminated in the firing of all the raku and bucchero pieces in the outdoor Raku kiln. Heated to approximately 960 degrees Celsius, the kiln transformed our creations. Our teacher, clad in protective gear and a gas mask, extracted the glowing pieces with pliers and plunged them into a barrel filled with sawdust. As the sawdust ignited, the lid was sealed, trapping the smoke within the barrel. While the children observed this magical process from a safe distance, the thermal shock of the rapid cooling caused the glazes to crack and the smoke to darken the unglazed surfaces. The striking contrast between the vibrant glazes and the deep black hues was truly breathtaking when the pieces were taken out of the barrels to cool down completely.   The bucchero pieces underwent a similar firing process, emerging with a rich, smoky black color. At the end of the lesson, each child proudly carried home their unique artwork. As we concluded this course, we also finished the final chapter of our fairytale. A Toast The following dawn, the twins entered the forest, dragging a heavy basket. The excitement overwhelmed them, suspended between the wait and the curiosity to discover the result of their work. When they reached the cave, they found the entrance deserted. “Are we too early?” asked Marika, but Mirko, more reckless, climbed onto a rock and peered inside. “Let’s wait here,” he concluded. They did not have to wait long. The Elf appeared, beaming: “Good morning, little artists! You are early!” The twins, impatient and a little nervous, showed her the basket full of provisions. “A banquet to celebrate!”, exclaimed the Nymph, who arrived shortly after with the Fairy. Suddenly, a roar echoed from the cave. The dragon, flaming and imposing, made its appearance. “It’s time to reveal the mystery!”, exclaimed the Elf. Gently, she began to remove the earth from the hole where they had fired their work yesterday. “Can you help me!”, she invited the twins. Mirko and Marika touched the still warm earth. Marika, with trembling hands, discovered something solid. Carefully, she swept away the ash and there, before her eyes, she saw her little bird again, transformed into a splendid sculpture with a bright yellow color. “It’s wonderful!”, she exclaimed, delicately caressing the work. Mirko also found his blue shark, more threatening and fascinating than ever.   The dragon, looking at their radiant faces, roared with satisfaction. “You are true artists!”, he complimented them. “You have created beautiful creations.” The Fairy, with a wave of her magic wand, set up an outdoor banquet. While they enjoyed the delicacies, the dragon proposed a toast: “To the creativity of our young artists! May your works continue to amaze us!”

We’re getting closer to the end of the year and the end of this workshop and the hand-spun wool is waiting to be transformed in something beautiful! Some threads are quite bold and we won’t double them, while others will be twisted to make them more stable. This is fun! The multi-coloured wool looks so beautiful when twisted.  Then we start weaving little ‘carpets’ using our hand-spun wool!  Slowly they are growing and some kids already think about who will receive them as a present for Christmas.  But also our woven bands from last week aren’t finished yet! Each child is choosing freely which project to continue.