soundscape decomposition

Begin with a class discussion on the word “inspired.”

• Explain that teachers — like you! — are inspired by your students. This means that you are amazed or interested in their creativity and hard work.

• Ask students what or who inspires them.

• Lead the discussion toward the theme of nature and wildlife. (e.g. can we be inspired by nature?)

Have students illustrate ideas, thoughts, or emotions that come to mind while listing to Vivaldi’s Spring.

• While the music is playing, explain that Antonio Vivaldi (1678–1741) wrote “Spring” after spending time walking the trails of the Italian countryside.

• Suggest that learners put their “musical detective hats” on and listen for cues that this music was inspired by nature.

• Do not impose restrictions on the learner’s approach to visual expression.

• After the music has come to an end, prompt students to share their illustrations in small groups or with the class.

• Explain that Spring is part of a bigger collection of music called The Four Seasons. As you might be able to guess, Vivaldi wrote one composition for each of the Earth’s four seasons: Spring, Summer, Autumn, and Winter. The Four Seasons was written in 1723, long before composers had access to computers or even electricity. Instead, Vivaldi wrote his music on paper and used string instruments like the violin, viola, cello, and bass.

Introduce Biologist and “Wildlife DJ” Ben Mirin’s Okavango Delta.

• Ask students why they think Ben calls himself a Wildlife DJ, and why Ben chooses to use animal sounds instead of musical instruments.

• Ask students how a crow might show these traits in their day-to-day behaviours.

• Explain that Ben uses outdoor microphones to collect the colourful voices of wildlife all over the world. Okavango Delta is upbeat, fun to listen to, and is built from sounds of insects, birds, land animals, and aquatic life living in the swamplands of Botswana in Southern Africa.

• Listen again. This time, create a class list of all sounds heard in Ben’s music.

Create a Venn Diagram. Assign one circle to Spring, and the other to Okavango Delta.

• Begin with musical differences, writing or illustrating in the outside circles. (e.g. which instruments are used, how listening makes you feel, etc…).

• Then, focus on musical similarities using the overlap (e.g. both represent the sounds of bird calls in unique ways, etc…)

• Discuss why Vivaldi and Ben might have heard different wildlife while spending time outdoors.

• Explain that Vivaldi and Ben were inspired by the musical sounds (or “soundscapes”) of two different places in the world. The scientific name for these places is “ecosystem,” referring to the community of plants, animals, and even non-living things you might find in a certain area. Besides the Italian countryside and the Okavango Delta, what other ecosystems can you think of — and what would they sound like?

• Optional: Add a third circle that represents nature in your own hometown or community, what might you hear that is different from Italy or Okavango Delta?

Sketch a large zoomed-out map showing all nearby ecosystems.

• It’s important that learners contribute to this planning. An ecosystem could be a playground, a city park, a wooded area, or a community garden. Next to the name of each ecosystem, write down any risks or obstacles that could make visiting difficult or unsafe.

• Guide the class toward a decision on which ecosystem to visit.

Create a class checklist, and then pack your bags!

• Suggested items include a notebook, pencil, comfortable footwear and clothing, a blanket to sit on, snacks, a wildlife identification guide or phones with the iNaturalist app installed.