Lima, Peru July/August 2018

Workshops at FLADEM 2018 LIMA.  Along with my good friends Matias Recharte and Neil Dallhoff I got to teach, walk around Miraflores and Barranco, record some waves, and interview two giants in music education:  Violeta Hemsy de Gainza (Argentina) and Marisa Trench de Oliveira Fonterrada (Brazil).


Hardware Store Sound Treasure Hunt/Jam

Find objects that make the following sound:
-quick, hollow, rhythm with descending pitches as you pull
-ting ting
-loud clunk followed by a shift
-gazonk, gaaaazooooonnk
-low and quiet rumble that gradual can get a bit louder
-boom, bap, boom, bap
-rickaty rickaty rickaty, rack, rack, rack

Gather it all in the back corner and create an ABA format piece.

focussed listening

Reflect, breathe, journal, discuss, record
What is the furthest sound you can hear?
What sounds are close by?
What is the quietest sound you can hear?
Which sounds are noisy?  Which are “musical”?
What is your favourite sound?  Which location sounds best?  Share it with others.
Is there form in what you are hearing?
What do you hear?  What do you like?  What might you change?
What was the earliest sound you remember hearing?
What sounds from your life are now lost?

I just had an amazing and creative week with 5 to 16 year old string players at Cadenza Summer Music Week in Winkler, Manitoba.  Improvisation games, compositions with the trees and wind, compositions of Fred Frith, Pauline Oliveros and R. Murray Schafer.  Thank you Rochelle, organizers, teachers and students!

deschooling society – ivan illich

“…the right to learn is curtailed by the obligation to attend school.”

“The pupil is thereby ‘schooled’ to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.”

“Most learning happens casually, and even most intentional learning is not the result of programmed instruction.”

“The very existence of obligatory schools divides any society into two realms: some time spans and processes and treatments are ‘academic’ or ‘pedagogic,’ and others are not.  The power of school thus to divide social reality has no boundaries: education becomes unworldly and the world becomes noneducational.”

“The school system today performs the threefold function common to powerful churches throughout history.  It is simultaneously the repository of society’s myth, the institutionalization of that myth’s contradictions, and the locus of the ritual which reproduces and veils the disparities between myth and reality.”