Music 3: Soundscapes

Creating a Soundscape is a method I am really excited to use in a classroom, as it would holistically engage my students whilst teaching them about organising sound. We listened to and discussed our thoughts on an instrumental percussion piece called ‘rainforest’ by David Hewitt of B’Tutta. I was surprised how easily a context, mood and narrative sprung to mind, almost subconsciously developing skills in thinking imaginatively and creatively (with English syllabus links). Social and cultural contexts are conveyed, and students would draw on their own memories and experiences. The musica viva website contains other pieces which can be used for soundscapes on lessons: http://www.musicaviva.com.au/vivazone/musicians/musician.asp?id=2

our Road Rage soundscape graphic notation

A soundscape can be represented using graphic notation, taking the form of a sequenced pathway, a static image read as bars from left to right or top to bottom, or read with each group in rows. Some sounds could be used continuously, intermittently, just once, and could be played loudly, softly, fast or slow, and either standing alone or in conjunction with other sounds. We created a narrative about road rage, using the skin of a tambourine to indicate the air conditioning in the car, finger cymbals to rattle keys, and a drum with a soft beater to create a feeling of simmering rage as the volume and pace increased.

Lastly, we created a rap, selecting a theme (in this case road rage) and brainstorming words that rhymed with the final word. We composed four lines, indicating the words that would fall on a beat and adding percussion (a beat box) to count in and hold the beat. Other groups experimented with repetition, intros, outros, having certain people emphasise keywords (vocal punches) or allocating certain parts to people to shift emphasis around the group. The enunciation was important as well as the sharpness and expression used in the voice, as no changes in pitch are permitted in raps. You can use raps in helping students remember concepts in any KLA, and it improves English skills in syntax and rhyme.