Haytor View Early Years Music Project, Summer Term 2016 – Blog 11

Haytor View Early Years Music Project, Summer Term 2016 – Blog 11  – 27 April 2016

Hugh Nankivell – BSO Associate

My last session as part of the BSO/Ernest Cook Trust sessions with children at Haytor View, before we have our three sessions starting a family band – beginning next week.

Today my plan was to spend time one-to-one with children to see what emerged with a multi-track recording facility. I have done this before with Foundation stage children and it has produced some really interesting results. I record them playing some music and then, with them wearing headphones, we can record another layer (or more) on top of this, making an improvised multi-track recording. Today’s session is perhaps best described as ‘interestingly uneventful’.

I worked with six children for between five and twenty minutes each in a small room, away from the Foundation Stage. ‘J’ really took to it, adding 7 overdubs and wanting to develop them each time, but others seemed very bashful.

J’s piece was called – HOT DOG and featured the following instruments, recorded in the following order:

1 DRUM
2 AFRICAN SHAKER
3 RAINSTICK
4 UKULELE
5 CHIME BARS
6 FROG
7 2 SHAKERS (THE AFRICAN AND THE ARMADILLO)

‘J’ chose the instruments he wanted to play and was very comfortable and confident when playing (although the headphones did ruffle his hairstyle a bit!) What was most interesting about this was: a) the general sense of a rhythmical connection between all seven parts (some really connected, others only loosely so) and the fact that the recordings got longer and longer and the last two much longer than the others. ‘J’ was getting used to the idea and enjoying playing and hearing himself back, and once he knew it was the last recording his playing went on for longer. This shows a developing self-confidence and I have experienced this before with another very creative child of the same age.

‘W’ didn’t say a word, ‘C’ wanted to get back to the classroom for a game he and a group were developing, ‘AL’ had a bad cough and didn’t want to wear the headphones (neither did ‘E’). ‘A’ sang her song from last week and we overdubbed a little, but she wasn’t really in the mood it seemed, and ‘E’ only wanted to play if I played with her.

I think that the reason that it was not as interesting as I hoped for was because this kind of session probably needs to come out of an activity in the classroom where interesting music is being developed and where we can take the ones who are developing it somewhere quiet to record that music. But this session was entirely about recording them individually and for most of them, there was no reference for this activity. A pity, but another learning curve for me. Also, our whole project this term has been about the outside, and learning in that very open environment and this was almost the polar opposite! So perhaps it was strange of me to end an outside and collaborative project with individuals in a small room!

So now I need to collate all the extraordinary music made inside and outside on this project (and make a map of where and when) and prepare for the new Haytor View Family Band.

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Haytor View Early Years Music Project, Summer Term 2016 – Blog 10

Haytor View Early Years Music Project, Summer Term 2016 – Blog 10  – 19 April 2016

Hugh Nankivell – BSO Associate

The provocation for today – to be outside and to see what music is made.

I worked without any other staff member today and began with a group of eight. We walked across the field to the listening hut and began with ‘Hello’ and then did ‘Boogie Woogie’ (the new song from last week) twice, both in the hut and then outside. I tried to initiate a chat about the differences. One person clearly responded and ‘C’ said that it was ‘better outside ‘cause we make such a loud noise.’ It seemed to me the distractions/inspirations when working outside are much more vivid and also spread out much further. So that during the next ninety minutes, when we stayed outside, all of the eight children I began with left me for some other activity (many returned from time to time) and others joined, such that I was a kind of drop-in music port.

During the exploration we made up many new songs and discovered some great ideas.

Song 1 –

Monkey Jungle

Monkey jungle just like this (x3)
Sing away on the waves

This was initiated by ‘O’ who had come up with the dance and the Boogie Woogie ideas last week. She had a really clear action, (two slaps on the thighs and then two claps up high), lyric (‘Monkey Jungle – just like this’) and a little melody. She seemed really delighted with the new song and is building up a repertoire. Others helped to put in the final line.

While playing this song we got out the instruments and ‘A’ made a drum kit from 4 drums together and seemed really happy and focused. ‘C’ sat perched on the percussion box where he could be higher up than the others and stayed there for quite a long time.

Song 2 –

Dinosaur Boogie

Dinosaur boogie eats grass
Dinosaur boogie eats bones
Dinosaur boogie eats bogies
Dinosaur boogie eats trees
Dinosaur boogie eats branches
Dinosaur boogie eats wood

This song came from wanting to do another ‘boogie’ song, an interest of one of the group dinosaurs, and the outside environment. ‘A’ added the trees, branches and wood lines as she looked around her.

Song 3

Dandelions and the Losers

The seeds are going to land
The seeds are going to sprout
The seeds are gong to turn into dandelions

Dandelions and the losers
Dandelions and the losers

A song mainly from ‘C’, after he and ‘A’ started finding plants in the grounds and they collected them in a toy policeman’s helmet (and later ‘H’ made ‘tea’ from them) and ‘C’ found, picked and blew a dandelion head away.

We sang this song for quite a long time and I asked ‘C’ why ‘the losers’? His reply was that  we were all the losers, (he needed to be top dog today!), but actually as Miss B said, when we sang it in the sharing later, it also applies to the seeds as they disperse and they get lost. I like this double meaning in a song, which happens sometimes and the songwriter is thinking of one thing when making a lyric and the audience another.

Song 4

I Really Want It To Snow

I really want it to snow x4
I really want it to rain x4
I really want it to be sunny x 4

Most of the original group I had were gone by the time this song was created. There were several new children to the Foundation Stage who I had not met before who had found me and were interested in all the instruments (especially as they were all strewn across the grass because ‘C’ needed to sit on the upturned box) and one girl ‘A came across and picked up the blue ukulele, which had only three strings on. ‘A’ was not new, but I had never heard her singing in this way before. She started to strum and sang a lovely little melody perfectly in tune with the strings (which I discovered were tuned to C Eb Bb – low to high). So I played a kind of Ebm6 chord on the guitar and we sang the song together as a duet for quite a long time. She really owned the melody and as Miss B was nearby we called her over to hear the song and ‘A’ sang it to her. Miss B asked ‘A’ if she had ever seen snow and she replied ‘no I was in my mum’s belly.’

I wonder if her singing was inspired by the outdoors?

Song 5

Superman and Spiderman

Superman lives high in the sky
Superman flies everywhere
Spiderman lives with superman
He gets everywhere with his spinning webs

‘I’ made up this song with me. He was in the original group, but became very distracted by the dressing up clothes and got into a Superman costume early on in the afternoon and then spent a long time worrying about his lost shoes. But he was also observing the other songs being created and so then asked if we could make a song about superman. So we did.

Song 6

Four Wiggly worms in My Hand

The final song of the day. One girl I had not seen at all, came over with four wiggly worms in her hand. I improvised a song beginning with having four worms and then one goes into the soil, so then there is three etc. ‘S’ was really delighted with this and went off laughing.

We then tidied up and went back inside for the sharing.

During the sharing we sang ‘Hello’ and then shared ‘Monkey Jungle’ with ‘O’ leading the words and the actions: ‘Dandelions and the Losers’ with ‘C’ shyly singing along with me and then ‘A’ and I sang ‘I Really Want It To Snow’ together. We ended with the ‘Goodbye’ song.

So what differences did I observe between today which was mostly outside and last week which was mainly inside? Well we had less group focus, less arguments and disagreements, more directly responding to our environment, more individual creativity and more scope for chance things to happen.

Next week is the final session with the children before the family band project begins.

Haytor View Early Years Music Project, Summer Term 2016 – Blog 9

Haytor View Early Years Music Project, Summer Term 2016 – Blog 9  – 14 April 2016

Hugh Nankivell – BSO Associate

Just three sessions left now before we begin our family band project. So I had a clear plan for today, to play music inside and outside (to the far side of the school, the only bit we hadn’t been to yet) and to ask the group how they felt about the differences between making music inside and outside. We achieved both of these things.

So, after we had sung the ‘Hello’ song together I asked how they felt about playing music outside and we recorded the conversation, and here are some of their answers:

Happy, sad, cold, outside makes it colder, it makes the instruments really fast, makes the guitar really fast, really speedy, I can beat my mum to a race… [and then a conversation started about racing parents and who was the fastest]

After that conversation I asked how they felt about playing music inside and these were the responses:

Nice, warm sad, happy, mad, I really don’t like the cold, I really hate the cold… I’m going to play a song about vampires. I don’t like getting wet. If there were holes in the school the rain would come in. If there were big holes people would fall in. I would drown ‘cause I can’t swim. I can’t swim, I can swim… [and then it went off into a conversation about who could swim and who couldn’t and who used armbands etc etc] 

So then I explained that we would play inside and then outside and then one person said

No we don’t have to go outside, I want to stay inside. It’s starting to rain, I don’t want to go without wellies. [and it went back to the conversation about swimming and arm bands and who liked the wet…]

So I wanted to find out what they thought about the difference between music indoors and outdoors and got some interesting verbal responses. You can have happy and sad music indoors and out, but outdoors makes the music go fast and indoors the music can be warm and mad! But each time the conversation quickly went off into their areas of interest – racing parents, leaking rooves, arm-bands and swimming. In this moment of the provocation I didn’t follow their leads into these other areas, but instead suggested we get the instruments out and explore music-making indoors, before doing the same outside.

After an hour of playing inside with instruments, hiding, drawing, using sticky tape, arguing, discussing and much more, we went outside to the far side of the school. Immediately being outside felt very different and the energy of the group felt less bounded. There was a group doing PE on the playground, there were birds and traffic to listen to, there were ants to find on the ground and much more. We sat in a circle and discussed what we could hear and – with a bit of a struggle – made up a song together with an idea from everyone.

It feels cold – pshhhhhhhh

I heard a bell – ring

I heard a bird – craa craa craa

I heard a car – mrrrrrroooom

Look there’s an ant

Look there’s an ant

Look there’s an ant

And then there’s a bus.

Outside the focus is very different and the energy did seem faster (as predicted earlier on)

and next week we will go outside first of all, to see what difference that makes.

There is so much happening at these sessions, and this is just a snapshot of what is going on. Here is a little converation with ‘A’ as we got my guitar together. This was after it had been played by a group of children for some time (in fact at one moment there were four children playing it at once – see the picture) and was now quite out of tune. ‘A’ played each string carefully one at a time:

A             That’s a bad song

Me          Why is it bad?

A             Cause you can’t even sing something else. (I strummed it and it was very            dischordant)

A             How do you when it’s gooder? [meaning ‘how do you put it in tune? I think]

Me          Put it in tune?

A             (nodded)

So I tuned it up and ‘A’ watched very carefully and then I played a D major chord.

A             What is that? Flock’n’roll?

And indeed D major is the first chord of ‘Flock’n’roll’ and so we started to sing it together and others joined in.

So what happened here? ‘A’ was really exploring the difference between in tune and out of tune, he associated that with good and bad, and understood that you can’t sing with an out of tune guitar. So what does this mean for ‘A’ when he gets an out of tune Ukulele – as he often does have one to hand? But it also showed his acute hearing – he realised that the D major chord was the start of a song he had heard (but not recently) and felt happy to have recognised this and started singing along.

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Haytor View Early Years Music Project, Spring Term 2016 – Blog 8

Haytor View Early Years Music Project, Spring Term 2016 – Blog 8   23rd March 2016

This morning the Choral Engineers again came in for a session and we had a wonderful hour together with the Foundation stage, before I went on a picnic with six of the children, staff and mums.

The hour consisted of the new choral engineers song which was based on the children’s ideas from my last session at Haytor View, which was all bird-based. The new song has actions and is called ‘Flock’n’Roll’

FLOCK’N’ROLL

Billions of bustling birds

Sparrows in their eyes

Billions of bustling birds

Chattering in the sky

chorus

Birds up

Birds down

Flock’n’roll flock’n’roll

Birds up

Birds down

Flock’n’roll flock’n’roll

Billions of bustling birds

Starlings sparkling free

Billions of bustling birds

Murmering in the trees

We sang it once, then got the children to join in with words and actions and then I asked who would like to come and join the choir and two-thirds of the group came over and joined the choir. We then spent the rest of the morning all together, a big family band, choir, singing, making up dances, playing instruments, putting boxes on our heads and more. There was real engagement, smiles and sharing.

Our walk and picnic was not very musical, even though one of the original suggestions from ‘A’ was that we could go on a musical tour to all the houses and perform a concert, but when it came to it, the young children had other things to focus on, and so our conversations and enjoyment of the outside together was quite enough..

We were following the leads of the children and they took us to their houses, they directed us, even when it felt as if we might not be going the most logical route! We collected mums and siblings and chatted with grandparents as we went. In the park we sat together, played on the swings and climbing frames and had an easter egg hunt. It felt as if we were beating the bounds and exploring their environment in their way. They really did not want to leave and several wanted to return to their homes on the way back to school.

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There was one musical moment with a three year old sibling. I had my guitar with me and had sung an improvised picnic song as we ate together. But it was not taken up in any way, and so the song fell asleep in the grass. I went hunting eggs with the children and then noticed that one younger brother had sat on my guitar and was playing it. He was exploring the strings and singing. We played a game together sliding fingers up the string and tickling each other and then he began putting daisies into the guitar (I think they are still there). This felt an appropriate way to end the term and to begin easter, with a guitar full of daisies.

Haytor View Early Years Music Project, Spring Term 2016 – Blog 7

Haytor View Early Years Music Project, Spring Term 2016 – Blog 7

March 2nd 2016

Such a wonderfully coherent session today which just flowed and flowed. We had nine children who stayed with the provocation and the process through dancing, song-making, instrument playing, sonic exploring, drawing, looking for birds at the bottom of the field and performing.

What was unusual was the way that, as the provocation led seamlessly into the exploration and then into a number of different sharings, the group stayed together for the whole time – nearly two hours. Usually some of them spin off into other activities, but this group remained having fun and focus.

I was interested in dance and pictures as a way of remembering and relating to a song (can a dance or a picture be a ‘score’ for a song?) as this had come up in the last few weeks. So I asked Hugh (the ceilidh dance caller who came a few weeks ago) if he would like to come and join me again. he was up for it and we were greeted very warmly by the class. ‘A’ in particular is really fond of Hugh. He relates to his movement and copies and works really closely with him. Is this because he loves movement and feels really comfortable doing that, or because when Hugh came in before and we had parents there, Hugh spent quite a bit of time with Aaron and his family?

The process today was that we:

  1. Danced a circle dance as I played (on accordion) the music for ‘This Is Our New School’
  2. Made a new dance for ‘The Rain Comes Down’ song while we sang it.
  3. Created (at ‘M’’s suggestion) a new song called ‘The Birdie’s Are Whistling’
  4. Adding a new line each time with movements and sound effects
  5. Then introducing instruments.
  6. Playing the instruments (with ‘The Birdie…’ song).
  7. Drawing on large paper images from ‘The Birdie Song…’
  8. Performing it for ourselves with the pictures.
  9. Saying goodbye to Hugh who had to go to the doctors.
  10. Putting wellies and coats and hats on and going outside and down to the bottom of the field in very strong wind (taking different coloured streamers with us) to where the starlings and the sparrows were singing.
  11. Back in the class sharing our song and pictures for the rest of the group.

‘THE BIRDIE’S ARE WHISTLING’

The birdies are whistling    (whistle)
The birdies are eating        (munching)  leaves
The birdies are sleeping in their tree house (go to sleep)
The birdies are counting    (12345)
And when it is raining they get their umbrellas (put up imaginary umbrellas)
The birdies go shopping for some
milk… pizza… pears… oranges… chocolate cake… and instruments (get them out)

There was more to the song but once we had got the instruments out the whole nature of the play changed. It became about rhythm and sharing and noises and sounds.

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One girl really led the group today. As I had the accordion (which is powered by wind) we talked about listening to the wind and she said very early on ‘and the birdies’. After we had played our first song and we were talking about songs she said ‘even a birdie one’, and when we were about to do an adult led song (the third one) she again requested a birdie song, so we then spent the rest of the afternoon on this process. ‘M’ felt a real sense of ownership and several times said ‘that’s my song’. Not in a way that implied she could not share it, but in a way that was crediting herself and being proud.

Two examples that I noticed of her owning the piece that – in another person’s hands – could have been perceived as confrontational. We had just got the instruments out and had been playing for a few minutes. ‘M’ was swapping an instrument in the instrument box and meanwhile the group, sitting in a circle behind her, had decided that the next line of the song should be ‘the birdies read them books about the stories’. ‘M’ was focusing on the instrument box and so missed this bit of the process. When she came back to the group she realised that we had progressed the song in her absence and said ‘hey that’s my song’. She needed to say this and was very happy that we had added to it, but just wanted (I think) to acknowledge that it had been her inspiration. She needed this confidence and we could give it to her, supporting the fact that she initiated it, but it was now a group song. She seemed completely happy with that outcome.

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Again at the end of the afternoon, when we were back in the classroom and sharing the song with others who had not been involved in the creative process, ‘M was the last to join us, and I explained that we would be singing ‘The Birdies are Whistling’ and again ‘M’ looked at me and said ‘that’s my song’ and I again affirmed that it was her song and it was our song. She again seemed happy to be sharing it.

Wonderful to go outside on a wild and stormy day with boots and coats to the bottom of the field. The children went wild and most of them didn’t really notice the birds. But I really enjoyed going down to a bit of the grounds I haven’t previously been and to share the real gale blowing through our heads.

Today it was great to have a bit of time with the two class teachers afterwards sharing thoughts and looking back at the film of the session together. We learn so much more when we can have this time to look and share and contrast our thinking in a mutual way.

Haytor View Early Years Music Project, Spring Term 2016 – Blog 6

Haytor View Early Years Music Project, Spring Term 2016 – Blog 6

February 24th 2016

Upstairs in the studio first of all – I brought in a keyboard to play two songs to them including a new one from me that I had worked out using their words from the previous session outside.

We had a large group (20) upstairs and they danced and joined in with it…

I Can Hear The Sun

I can hear the sun on my trousers

I can see the clouds singing

and then the leafs turn up on the floor

I can hear the moon in my bedroom

I can see the trees windy

and then the leafs turn up on the floor

What I really liked about this was that I acknowledged the first three lines of the song as coming directly from the group (in fact the only line of lyrics I actually invented was the fourth line) but said that I could not remember who had come up with the first line. The group ascribed it confidently to ‘K’ and at that moment I remembered that it was him and we looked at each other and smiled. They then told me that ‘M’ had invented the second line and again this was a good moment of ownership for her with the song.

After these 2 songs and dancing we reduced the size of the group to eight (mainly new to me) and continued to make songs and music together. We looked out of the window at the clouds and made and played ‘The Cloud Song’.

The Cloud Song

Clouds moving over there

Clouds moving, it’s going to rain

Clouds moving in the sky

Clouds moving all white

(and then we swapped instruments – as determined by ‘R’)

We stayed as a whole group in the upstairs studio playing, moving, swapping instruments and singing this song for half an hour until we went outside. It felt good to go outside into the winter sun, as the cloud song was created because the window ledge was so high that all most of the group could see was the sky and the clouds. We needed to see and experience the real outside world, not mediated by glass.

Once outside we went on a number of journeys and adventures with and without instruments and made the following ‘songs’.

Trees and Leaves

Flowers on the trees

White flowers

1234567

 

I Walk To The Doughnut Shop 

I walk to the doughnut shop

Just down the road

I skip to the doughnut shop

Just down the road

I run to the doughnut shop

Just down the road

 

Down By The Gate

We saw a rainbow

Last time we were here

We found a ladybird

Right here

We found a snail

White and grey

We counted the trees

With the blossom on

 

We’ll Sing About The Sun

The sun comes out

and the moon comes out at night

The sun comes out

and the moon comes out at bedtime

 

A Bug and a Snail and a Leaf

A bug and a snail and a leaf

We found them all outside

A bug and a snail and a leaf

And then we found a feather

And the bug has gone to sleep

This whole set of songs again reminds me of the aboriginal ‘songlines’, in the way that the children are

  • singing up the world as they see it changing (lovely that ‘JJ’ spotted the new white flowers – blossom – on the newly planted trees),
  • interacting closely and in real detail with what they find (bugs, snail-shells)
  • moving about and using the space they are in,
  • using imagination (we were experiencing the sun, but imaginging the moon at night)
  • remembering journeys (‘J’ knew exactly how to get to the doughnut shop!)

and much more besides.

The whole session again seemed timeless today and it was great outside when ‘J’ took us on a running journey (with instruments) and it seemed and felt as if it would and could go on for ever! No wonder the class teacher said I looked tired when we came in.

Some of the playing was really dynamic today, with a long session of really quiet playing in the ‘Bug Snail and Leaf’ song, with ‘J’ playing really sensitively and folowing the narrative story telling of another child. We also explored a whole range of complementary sounds and movements including loud, stamping, quiet, tiptoeing, running, fast, walking, slow and the whole movement and music connections are increasingly growing.

We also had an interesting moment with the ‘Doughnut’ song when ‘J’ really hoped to be able to take us there. He tried to take us the most direct route, but the gate was locked, so we went through the school to the front entrance and only then was it explained to him that we couldn’t actually leave the school without permissions. He seemed to acept this and appeared glad to have got us this far on his journey.

Finally in the sharing at the end we repeated ‘The Bug and the Snail and the Leaf’ song and I drew rough outines of a bug, a leaf and a snail on three sheets of paper and one child still had the feather in her hand, so we were able to use visual images as prompts for the lyrics and this seemed to work really well. Why have I not done this before?

Haytor View Early Years Music Project, Spring Term 2016 – Blog 5

Haytor View Early Years Music Project with BSO Devon Associate Hugh Nankivell –  February 11th 2016

Such joy and excitement as the group came into the room from their lunchtime outside and saw me there unpacking my guitar. High fives (and high tens) hugs, questions, statements, crowding around, excitement and smiles. ‘What are you doing here?’ I was asked.

Well today I am here to share some music that has been made outwith the school (but inspired by it) and to see what happens and then to go outside to the east side of the school and see what emerges. Another cold day, but mostly sunny.

To begin with I played them a recording of a song written by my friend Graham based on the title that came up in week two this term ‘Why Did The Builders Build The Roof’. This was for guitar and voice. It has a pulsing guitar riff most of the way through and as soon as it started many of the group started moving. It did not take long for them to get up and they were dancing. ‘Awesome’ said one boy. There as such joy and enthusiasm and they danced solo, in pairs, in circles and more. Some danced mainly on the spot, others used the whole space to move around in. When the song finished we had a chat about what this music did for them.

‘It makes us thirsty’

‘It makes my tummy happy’

‘It makes my face burn into fire’

‘It makes my hair hurt’

(‘J’ who said this had been breakdancing and the dancing had upset his immaculate hair! So the music had moved him out of his comfort zone and he had noticed this.)

They had all got hot and some of their faces were red. They all wanted it again so we played the song again and they danced again. They wanted it again but, as I had collected seven new songs from their list of titles, I wanted to play them a couple of others. We then heard and danced to Pete’s ‘The Birds Are Flying’ (sung by him acapella along with his six month old grandchild) and Dean’s orchestrated pop song ‘I Can See The Shops’, both played twice.

The listening and attention was really acute. During Pete’s song the group immediately started to act out and move with the lyrics and at the end one boy said ‘birds can’t swim’. This started a good conversation about which birds could swim. (Can pigeons swim?) During Dean’s song several of the group were listening to the words and commented that they can see the trees and so pointed out of the window at them and later on they pointed at the sky when that line was sung. I like the fact that these songs break down the walls of the school and take us outside even if we are, temporarily at least, inside. And with this group they know that theses songs have come from their ideas from being outside and that at some point they/we will be going outside again. These are the new folk songs emerging from Haytor View.

After these songs we all had a drink of water and then some of us togged up and went outside. We sat on logs and listened and looked and this is some of what we sensed:

I can hear the ocean

I can see a castle

I can hear birds singing

I can hear the see-saws

I can hear the sun on my trousers

I can hear the trees windy

I can hear the train station

I can hear pecker – I saw one before.

I heard the police

I can hear the clouds singing

Although most of these statements are about hearing I love the fact that when we are young and when we go outside we do not separate out the senses so clearly and even if we want to separate them out we sometimes find that we can’t.

We then got on with playing and making music outside. A lovely song from ‘E’ and ‘S’

I can see the trees

The leafs fell down

They fell down in wnter

Then the leafs turn up on the floor

And later with ‘S’ she was tellng me about how they play with mud and I wrote down her words for a song she called ‘The Mud Kitchen’ (which needed a triangle and a rainstick and a guitar!)

We play with mud

We put it in the mud bowls

We scoop it all up

and then ‘S’ took the pen from my hand and write down a word below that looks like Dribopni.

IMG_3485I love the fact that she is taking over the scribing of the song and the making of it. She seems to be realising the importance (to me) of the page on the clip-board, and wants some of that action. Perhaps I also need to go the other way and get rid of the clip-board and learn to make music a bit more like them. My fear is the remembering. I write to help me remember.

We saw an aeroplane and a house and made up little songs about them. We met some children coming up from the bottom field where they had been rolling in the bright green lush February grass and made this song up with them as they re-appeared.

I keep falling over

I keep getting back up

I keep falling over

I keep getting back up

And then the fast tree bit    (and we all had to play fast music)

And then the rain came

And after the last line ‘L’ turned over the rainstick and we had to listen to it until the last drop of ‘rain’ had landed at the bottom. And of course as we were doing this we also heard lots of other sounds and often commented about the things we heard, before loopng around and starting the song off again.

Soon enough it was time to go back in. As we were going in I had my camera in my hand and ‘C’ asked:

‘can we see what we did outside’?

And I had to explain that I couldn’t show it immediately, but would next time (after half term). I like the idea of boudaries being broken again and the desire to bring the outside in and to share the inside without.

Back inside after we had had a drink we shared the ‘falling over’ song (see the picture – sorry, but I only took film rather than stills when we were outside) with everyone, but the listening to the end of the rainstick sounds was nothing like as acute as outside. Outside we listen in a different way.

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