Classes and workshops
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The classes are provided by drummer and composer Ahmad Compaoré, former student at the Centre Musical & Créatif de Nancy (now Music Academy International) from which he majored highly commended in 1995, as well as by drummer and percussionist Vincent De Block, leader of the ethnic-urban batucada Gaïa'Z Onda. Their tuition is based on the "Essential" method by Richard-Paul Morellini and a more personal approach gained through his contact with improvisation and contemporary percussion, favouring the expression of a free and constantly evolving music.
If it is a known fact that musical expression is a source of small children's personality development, it is also established that its practise requires skilled training staff, able to share a sensibility. The development of the classes and workshops, under conditions appropriate to listening and exchange, benefits from the influence of the Friche la Belle de Mai, an attractive and well-known cultural centre in Marseilles. The aim here is to give anyone the opportunity to explore the sound field and via a didactic and fun approach, to become the creator as well as the actor of sound.
This long-term process involves children from the age of six and accompanies them until the age of fifteen. Indeed, the classes are designed in such a way to follow the children through from primary school to college, emphasizing the value of continuity. From introduction to music to instrument making, including listening, discovery of sound parameters, collective play, improvisation as well as relating to the public - not forgetting the interactivity essential to this kind of action - the issue here is to be all ears and to grasp sound environment as a whole.
For the same reasons, the technical requirements are a primary element regarding the quality of the work carried out: for example, purchasing instruments is essential to ensure that the musical approach is right, arouses curiosity and generate the desire to learn more. Beyond the educational aspect of this initiative, and through the proposed teaching methods, the participants are led to make their judgement more acute, support their point of view and share their knowledge, thus giving them a wider vision of their environment...
• Perception of silence
• Discovery of sound environment
• Sound environment listening
• Games on colours, games on words
• Sound recognition
• Sound creation
• Listening of sounds created
• Discovery of musical parameters
• Initiation to rhythm
• Electroacoustic sound games
• Initiation to instruments
• Instrument making
• Collective play
• Sound recordings
• Year-end shows