Skip to main content

Places and Music

One of my favorite lessons of the year centres around exploring places and music. The photograph above was put on Twitter yesterday and I asked for suggestions of music that would match the photograph. Suggestions were:

My personal favorite has to be this suggestion by @scholaforis :


So what's the point? How we feel about places can be expressed in the soundtrack that we imagine about that place. Show students a selection of photographs on your local area and play different music over the top. How does that make them feel? Which soundtrack is most suitable to that place? Try walking around your local area while listening to different music - how do you feel? Try it with the A-Team soundtrack and you'll soon be jumping into bushes and making a plan come together ;-)

An example of how you could start to get the concepts of 'sense of place' and the work of psychogeography across to pupils, and a great way to get out and about in your local area or school grounds. For example, play music in different locations that match that place. What would you place outside the Head's office? Canteen? Geography room? Sports pitch?

Comments

  1. What a cool idea! I've often thought it would be good to team up books with a soundtrack too - what would you listen to whilst reading Dracula for example?

    ReplyDelete
  2. Dear Mr Rogers,

    you have a wonderful blogspotS!
    So positive and educational. I will follow you.

    I am writing on behalf of Teachable ltd., we are a business providing high quality teaching resources to teachers. Written by teachers.
    How would you like to join us and earn?
    This is how it works:
    http://www.teachable.net/contribute/information

    Looking forward to hearing from You,
    Marina@teachable.co.uk

    ReplyDelete
  3. Don't know how I missed the mention! Glad you liked it, and I enjoyed the accompanying video! Interesting activity, will explore a micro version of this in the various different settings in my wood, with smaller children and nursery rhymes/ songs.
    Alex

    ReplyDelete

Post a Comment

Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

Trust and support our school leaders, the role of the governing body in the Covid times

One of the roles that I love is being the Chair of a Governing Body.  The aim of this post is to share what we are doing, as a Board, during these difficult time.  I will refrain from commenting on the role of the Government, DfE and local authority as I intend for this to be both a positive and useful post. What is clear is that governing bodies have a crucial part to play. I am grateful both to the brilliant Clerk and the National Governance Association whose Covid advice pages are fantastic. Firstly; from the outset, the brilliant leadership team that I work with have my unwavering and public support. Regardless. As this is a fast evolving crisis, often with pages of advice, guideline and directives to decipher and digest on a daily basis. As such, the role of governing bodies is twofold: 1.  to prioritise the providing of support to the Headteacher and all colleagues in the school, and 2. to allow them to get on with operational matters and decision making. The role of