Italy

The third and final meeting of the Erasmus Plus Project – HAND! at the Albero della Tuscia School in Farnese (VT) took place in a serene and playful atmosphere, demonstrating how collaboration and creativity can transform recycled materials into real musical instruments. During this lesson, the children began by drawing their own ideas for instruments, letting their imaginations run wild. The preparation of the materials was guided by the conductor, but it was soon evident as the increasingly close-knit group organized themselves for a time of ensemble music, this time without the conductor’s guidance. After the musical experimentation phase, the boys and girls continued to refine the instruments, working the wood through scraping and sanding operations, and using working tools such as a drill under careful supervision. This phase allowed them to acquire new technical skills as they decorated with markers the different parts that would make up the sistrum and the two types of clap clap. In addition to strengthening manual skills, the experience fostered teamwork and autonomy, leaving each participant with an awareness of the importance of a creative and sustainable approach.

The second meeting of the musical instruments workshop saw the introduction of new children, for whom a brief summary of the activities conducted during the previous meeting was given. In particular, the experience of playing the drums in sequence was reintroduced, starting with one stroke on each drum and continuing with two strokes alternating hands, maintaining a regular pulse. This activity allowed the children to consolidate their acquired knowledge, improving their coordination and sense of rhythm. The children also revisited the operation of the piano, exploring again the mechanism of the strings for sound production. An interesting part of the meeting was devoted to experimenting with a corrugated pipe, which, when spun, emitted a sound similar to that of a propeller flute. The children found that varying the speed of rotation of the tube changed the pitch of the sound. The conductor then introduced the sistrum, a musical instrument from ancient Rome, constructed from recycled materials: a hanger to which plastic caps were attached. The children enjoyed the creative use of materials and began to reflect on the art of building musical instruments with sustainable resources. The practical part of the meeting was devoted to instrument making. The children started making a sistrum and a clap clap, using wood that was cut by the conductor with a circular saw. While working to prepare the materials, the children also drew the plans for their instruments. Next, they sanded the pieces of wood that will make up the instruments, an activity that stimulated their manual dexterity and attention to detail. The meeting concluded with a session of ensemble music, during which the children played drums, collaborating to create a common rhythm and experiencing the value of music as a collective experience. In summary, the second meeting allowed the children to explore new instruments, consolidate practical and theoretical knowledge, and further approach the art of building recycled musical instruments. The day was full of creativity, hands-on learning and fun,.

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.