Marie Laure PARADIS
"20 years of experimenting with music education have succeeded with my passion for training early childhood educator. My approach as an educator more than m musician helped dig a fertile furrow distinct methods capable of producing boring and instrumentalists eventually recognized by the system in place. These 20 years have seen m develop two fields whose work is a culmination of other. I believe that music is as much part of our lives that our language. My goal and my fight are to demonstrate, by example early childhood, that making music can then learn from, like babbling can then talk then leads to learning to read and writing "(Marie-Laure Paradise)C is Quebec that his inspiration came when the violinist Claude Letourneau, who developed the Suzuki method and was the founder of the Movement Vivaldi, the practice has prompted the collective education and accessibility to music for all. The reactions of the children as adults in this direction have encouraged and enabled him to gradually refine their pedagogical approach and appeal to some professionals who have chosen to join the Movement Vivaldi. Students are assessed by musicians / teachers from outside the association, which collects an opinion and hear a different speech. The membership of parents who become students themselves, who's committed within the Association, and the development of the movement, only strengthen his conviction that music is accessible to all their own way and according its possibilities, ambitions music is a vector of social bonds and ties the intergenerational dialogue. Started in 1997, the proposed school in partnership with the School of Guy Môquet Nogent sur Marne is, on one hand, the culmination of a first experiment on Neuilly-Plaisance in two kindergartens (Innovation "Music in the School 'proposed class with real teaching ALL children without discrimination) and, secondly, the willingness of the teaching team in the lead director to propose a unifying project for a rebalancing of the social and providing children of all backgrounds the chance to play with an instrument usually reserved and told prestigious "other". This teaching shows that music can be an extraordinary teacher to allow some children to access another world s power and love yourself again. C is more, a place of learning the difference, citizenship, a universe to share with family and friends. The child discovers the pleasure of creating and effort that generates satisfaction. The music school offers the children thereafter to be heading toward structures enabling them to pursue this discovery, or simply not being afraid to push the door of a concert hall. For them, c is discovering the value of silence, the listening to others and oneself, the courage to express s short, the pleasure of knowing how to live without "zapping". Marie-Laure's Paradise since 1986, founder, senior teacher and violin teacher within the Association and Vivaldi violin teacher in many elementary schools in the Paris region. In addition, she honed her training in Quebec with Claude Letourneau and his disciple Aline Papineau Association of Vivaldi by obtaining the "steps" to teach violin to following this pedagogy. This method extraordinary job of teaching methods by introducing a complete and an opening for children of all backgrounds who would otherwise n could never "do" music: the work of citizenship, employment concentration, development of the effort to restore a place for every child, development of autonomy, integration of non-francophone children, development of solidarity, respect for learning and other equipment on loan, setting the level of all classes of a show theme that all classes are working on different planes (eg, conducting a book inter mat/CE2 designing sets thus producing visual art writings, learning poetry. )The violins are being given to an innovative and particular: the whole class in half and groups 2x30mn/semaine for nursery, real lessons to go to the essentials without getting lost in the verbiage and find the simple things understandable on a personal level c is exciting! no selection. In classes, priority auditory memory even if partitions exist, and if at times during class, students try to follow them, or there's a minimal learning Reading Notes. In any case, few desks in the classroom!The atmosphere on the violin can not be the same in that class. The significant is that they dare to say what they have to say both words on their instrument. But we must never interfere with the group, and we must respect and listen to the other even if it is in trouble. The goal is to establish a real dialogue, in the sense that they have the right to say anything. The fact of being speaker also changes the game for them. Some come in the morning to help prepare the room, give the violins and c is a time when they speak: the reward, then to play the violin and the instrument's ownership alone, that they want to play this and possibly ask of using. During these times we see relationships extras: they help each other s, revise, innovate, create. By introduction against a very strict and consistent: there are rules to avoid damaging the instruments, in order to work together. C that is also because there is a framework that everyone can find its place. The goal is for every child "mobilizes" and make the most of what he can do. No it is not compared to other assessment, but compared to itself. C is the learning of personal success for oneself. Google machine translation: Marie Laure PARADIS's original bio |
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| Marie Laure PARADIS Publisher : Robert Martin Genre : Orchestra Group : Orchestra at school |
(PARA04486) : € 24,45 | ||
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| Marie Laure PARADIS Publisher : Robert Martin Genre : Orchestra Group : Orchestra at school |
(PARA04485) : € 24,45 | ||
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| Marie Laure PARADIS Publisher : Robert Martin Genre : Orchestra Group : Orchestra at school |
(PARA04484) : € 24,45 | ||
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| Marie Laure PARADIS Publisher : Robert Martin Genre : Orchestra Group : Orchestra at school |
(PARA04483) : € 34,90 | ||