The Grand Sound Fishing (GSF) embodies the educational project of LabJázzica – OJM’s educational services – and comprehends every action (e.g. workshops, sessions, concerts) developed throughout the school year. Essentially, and having music creation as the catalyst element, GSF brings music, image, body, voice and text together onto a common ground. It will be part of the working process taking chances that favor a ”creative process” that is rich and inclusive, believing that it is in that process that each person will be able to find his/her own way within the project and, generally speaking, create new bonds with Art and with Music in particular. Finally, in what will the Grand Sound Fishing culminate? It will end up in a series of concerts throughout the school year – ”Prelude”, ”2, 5, 1”, ”Interlude”, ”Grand Sound Fishing”, ”Postlude” – that integrate school communities, organisations and Orquestra Jazz de Matosinhos. It’s mainly about collaborative creation performances, where everyone may find their own space and ”voice”.
Grand Sound Fishing: Music with plants, plants with Music
The motto for the creative work to be developed during this school year is focused on the physical and social relations, possible and imagined, of Music with plants.
The choice of this theme, on one hand, has to do with the growing interest in urban gardens and house plants as a reaction to the progressive disappearence of natural spaces from the urban environment. On the other hand, it has to do with the onward detachment from the city’s and the children’s everyday life of basic primitive and natural aspects that sustain our existence. All of this led us to think of to what extent might the plants inspire the next Grand Sound Fishing.
Some loose ideas on music and plants bring us to things that have to do with form (e.g. music form vs shape of the leaves), naturality (e.g. music improvisation), rhythm (e.g. biorhythms vs music rhythms, sound addition to biometric data), contamination (e.g. vegetation vs ensemble, similarities vs differences) and care (e.g. refine, rethink, take care of myself and the others). Besides, the fact of a plant being something delicate (i.e. it requires attention and dedication) lead us to consider work with and on plants as a way of counterbalancing the drive of children and young people of handling objects in a rough manner (e.g. percuss objects with intensity, playground games, sports). On the other side, plants can be a means for music creation to be more plural than singular, i.e., they can encourage the development of sound resources that may be played by several people (e.g. many people playing the leaves of a plant). In this sense, knowing that the musical instruments are generally inert, the development of musical instruments from and inspired by plants may contribute to the creation of instruments that are alive and, ideally, contribute with their ”voice” (e.g. physiological needs) for the creation of GSF.
In essence, we see plants as a vehicle that congregates people, music, thoughts and creation. We see in the ideas, concepts, metaphors and real aspects of the flora a way of gathering writing, movement, image, music composition and performance.
This Grand Sound Fishing edition includes several concerts that happen in different times of the school year: the Prelude: Tuning of the Seeds (December), ”2,5,1” (itinerant concerts in February and March), the Interlude: Tribute to Sir David Attenborough (March), the Grand Sound Fishing: Music with plans, plants with Music (May) and the Postlude: Cant(a)eiro (Singing Flower Beds) (June)
How is it done?
The Grand Sound Fishing includes the regular and articulated work of people related to music, one person related to video/image and another person related to creative writing/body. In a subsequent phase, it includes the rehearsal and the concert with an orchestra of professional musicians.
The work is developed with a fixed group of music students (e.g. three classes), with a fixed group of fine arts students, with a fixed group of people devoted to literature and to work with the body, and also individuals and students interested in participate may be included.
The music work has been developed with music classes from articulated teaching, at Augusto Gomes Secondary School (ESAG); the visual work has been developed with the students from Scholé and a class from the 12th grade of ESAG; finally, the creative writing work, voice and body, has been developed with the Lar Sant’Ana and a group of students from Gonçalves Zarco Secondary School (ESGZ).