Art, Accessibility and Cultivating Connection

A C.A.R.E. client and his communication system.

What will art education look and sound like in your school over the coming year? Whether in an elementary school, a high school, a university or another establishment, the answer to this question is likely to change multiple times in the weeks and months to come. I don’t have any answers for you – but I do know that the shift necessitated by the pandemic has pushed me and all the people I work with to ask questions, listen carefully to each other’s answers, and think creatively about how we make art.

Take the podcasting project from the C.A.R.E. Centre, a partner of the English Montreal School Board, featuring adults with severe physical disabilities, many of whom are non-verbal and use assisted forms of communication. Podcasting? With people who are non-verbal? Through video conferencing? Our initial plan was pretty different from how it’s turned out – and what is coming out is amazing.

The podcasting project Stories of Care was slated to begin in person at the C.A.R.E. Centre on March 23, 2020. As we all know, closures began on March 13. I had just gotten back from a number of flights, train trips, and public transport through Alberta and Ontario. As some of the clients at C.A.R.E. have complex health needs, it was clear that going into the C.A.R.E. Centre in person was a very bad idea. The last thing I wanted to do was to unwittingly be a carrier of coronavirus. Fast-forward a week or two to when I had a conversation with the partners in the project, Olivia Quesnel, the Executive Director of the C.A.R.E. Centre, Isak Goldschneider of Innovations en concert, and Tim Brady of Bradyworks, and we all agreed: podcasting is an ideal project to do at a distance.

Um. Okay. Now we’ve got to do this…

Daily programs at C.A.R.E.

Luckily for me, one of the most beloved programs at C.A.R.E. is C.A.R.E. Radio, which we quickly converted to Zoom. Caregiver Bruno moved seamlessly into being a fabulous host, just as he is normally in person at C.A.R.E. while I fumbled around learning to be a Zoom DJ, giving clients, caregivers, and family members a chance to talk and see each other while sharing music from a distance. The online video platform became the bridge to our clients and a way to move forward with the podcasting project.

What really made this podcast project fly was Olivia Quesnel’s amazing ability to think creatively about how to connect with people. As a regular part of her job (Executive Director of the C.A.R.E. Centre), Olivia cultivates connections with C.A.R.E. clients using multiple platforms. She looks for the best way to communicate with each client depending on their abilities and home situations.

The necessity for connecting at a distance pushes this creativity around communication methods even further. The platform used may be one that I use daily but their method of using it may be quite different. For example, while the C.A.R.E. Centre was closed, Olivia set up a daily phone call with one of the clients during which she asked yes-no questions, to which he responded by pressing the touchpad once for ‘no’ (beeeeep) and twice for ‘yes’ (beep-beeeeeep!!).

C.A.R.E. staff, guided by Louise Campbell, discuss communication.

A combination of archival recordings, short instructional videos of activities for C.A.R.E clients to do at home, and recorded phone and Zoom calls between myself, Olivia, caregivers, clients, and family members gave us what we needed for a podcasting series: audio material!

There have been many, many firsts for me in this project: online arts facilitation, video editing, Zoom DJ-ing, and learning about the in’s and out’s of various communication tools used by clients at C.A.R.E. (this is the topic of multiple podcast episodes from Stories of Care). The biggest thing I will remember and treasure from this project is the power of human connection – that is, our ability and drive to connect with the people we care about.

I am absolutely grateful for the support from the musical team in this project – I could not have done this without Isak Goldschneider, Tim Brady, Nick Hyatt and Amy Horvey – and I have an immense amount of respect for the warmth and humanity shown by the clients, caregivers and families at C.A.R.E. If we can make a project like this happen on ten days’ notice, we can all continue to make music and enable the arts to happen over the course of this year. We just need to keep talking, thinking creatively, and helping each other out. Without question, there will be challenges along the way but we can do this together.

In this spirit, I will continue to use this blog, Musings on Making Music, as a platform to share ideas and activities for music creativity tailored to our shifting landscape of music and music education. Feel free to peruse the musical games and activities already posted in the blog (scroll down the sidebar to the left), sign up to receive monthly-bimonthly blog posts, or reach out to me via email. If I have ideas or connections with people who can give you a hand, it will be my pleasure to share some of my methods or to put you in contact with others.

As Bruno would say at the end of a C.A.R.E. Radio episode:
Stay tuned next time for more Stories of Care. Peace!

And the chatter begins from the clients and family: That was so fun! I loved your jokes! Are you coming to the Zoom dance party tomorrow? Hey, can we do a Zoom call later? Bye, everybody! See you next time!

Listen here to the podcast series here: Stories of Care

Stories of Care is produced by the C.A.R.E. Centre, Innovations en concert, Bradyworks, with funding from Quebec’s Schools Host an Artist of Culture in Schools. 

For more information and funding to bring me and other artists (virtually and in-person when this is possible) into schools, community organizations and long-term care centres:


Culture in Schools

Passeurs de rêves, Culture pour tous

C.A.R.E. clients and caregivers enjoy an outing at the Botanical Gardens, pre-COVID.
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Stay Home Music Activities

At a time when we’re all being asked to Stay Home, I’m sending good vibes in the form of music activities for you and the people you are staying home with. Most of these activities refer to groups of people, but the activities work equally as well with 2-5 people, roughly the number of people in one household. Adapt by reducing the number of parts, and putting one person to a part.

People of all ages like nothing more than being creative, so if an activity takes a different tack than you see here, go with it! Staying Home is going to make us all more creative, in so many ways 🙂

Chants and games using spoken voice:

Memory and Making the Most of Ear Worms (memory games, ages 5-9)

Science: Learning about acoustics using marbles (ages 5-12)

Music listening game: Ready…set…listen! (all ages)

Music: Freeze dance (ages 2-9)

Music using digital devices: Play it again, Sam (ages 13-adult)

Pedagogical Guides written for Orchestre symphonique de Montréal:

Peter and the Wolf (ages 5-12)

Phantom of the Opera (ages 13-adult)

Language arts: Sound poems (ages 4-8)




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We got rhythm

In the last blog post Getting Pitchy, we looked at a process for finding pitch material in a group setting. Let’s say that in the course of that process, it became clear the group loves beat-based music. We’ve got 40 minutes left in class, and we need to get to a group composition by the end of the hour. What to do…

Let’s jump straight into a rhythm game based on different lengths of loops:

  1. By section, ask participants to count loops of different beat lengths out loud
    1. Brass count 1-2-3-1-2-3 etc.
    2. Woodwinds count 1-2-3-4-1-2-3-4 etc.
    3. Piano, guitar and percussion count 1-2-3-4-5-1-2-3-4-5 etc.
  2. Layer the loops, practicing all combinations of two loops, as well as all three loops at once. This gets trippy – listen to the loops phase and do the math to understand when the downbeats line up.
  3. Layer loops, this time asking participants to clap on beat one and count in their heads.
  4. Using the pitch material decided on as a group (see Getting Pitchy), ask sections to compose and practice a loop on their instrument that is the same number of beats they just practiced counting.

    Loops from Culture in Schools workshop, L’École secondaire Val-Mauricie, Shawinigan Qc

Tip: initial loops frequently come out in quarter notes. While sections are rehearsing, I give tips for finding rhythmic variations as needed.

  1. Layer the loops on top of each other as in #2.

In this 20-30 minute sequence, the group came up with music that has coherent pitch material, beat, and rhythmic process. By asking the group to work in sections, we built in a bit of orchestration. In the remaining time we have in our 1-hour class, there are a number of directions this collective composition can take. More next time!

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Getting pitchy

Funnily enough, I find one of the biggest challenges in facilitating participatory creative music is how to deal with pitch. It seems silly since pitch is one of the fundamental parameters of music.

Here’s the situation: I walk into a high school band room full of 20 to 30 teens playing wind instruments. Our task is to co-compose, rehearse and perform a piece in one hour. I’ve just met the players. I don’t know their musical taste or level of music theory, let alone their names. It’s go time!

The first thing I do is make sure people know that there are no wrong notes in a creative process, only interesting ones (see Knitting Lessons for more). After that, it’s crucial to find a way for everyone to talk about pitch easily. When I’m a guest in a high school band class, we usually warm-up with the lingua franca of high school band, a concert Bb Major scale. Happily this lends itself to speaking in scale degrees.

EDIT: A number of people have asked me to explain what scale degrees are. Scale degree associate a number to each note of the scale (i.e. the first note of the scale is 1, the second note of the scale is 2, etc.). Here are the scale degrees for CM:

           1     2     3     4      5     6      7     8(1)

CM:   C     D     E     F     G     A     B     C

And for FM:

          1     2     3     4      5     6      7     8(1)

FM:   F     G     A     B     C     D     E     F

When dealing with transposing instruments for whom the sounding pitch has a different letter name per instruments (e.g. concert Bb is a fingered Bb for flute, a fingered C for clarine), scale degrees lets you ask for ‘scale degree 1 in concert Bb Major’. Each musician then translates this into a pitch on their instrument. So rather than saying “flutes play x, trumpets and clarinets play y, altos play z, oh and you’ve got French horns…”, I can simply say, “play scale degree X”.

I wax poetic about scale degrees. Even if a group is not familiar with scale degrees, it takes maximum 10 min. for to become comfortable with them. Not only do they make pitch-based exercises easier to lead as a facilitator, scale degrees empower participants to speak directly with one other, rather than going through me, their teacher or a transposition chart. Easy communication means people are more inclined to make music on their own, which is ultimately what I hope for.

Once you have decide on how to talk about pitch, here’s a process to find pitch material:

  1. Ask four participants at a time to play any note on your cue.
  2. Cue multiple times, asking participants to change notes on each cue, resulting in a series of 4-note chords.
  3. Ask participants to pick one of the chords to play with.
  4. Write the notes on the board, using scale degrees or transposing as necessary.
  5. On your cue, ask the full band to play any one of the four notes on the board, resulting in a rich orchestration of this chord.

This sequence takes around 20 minutes, including warm-up. I learn a lot about groups’ musical preferences and experience during this time, which helps me direct the process moving forward. Groups choose wildly different pitch material to work with, from crunchy atonal clusters to four-note jazz chords to open fifth power chords. I go with whatever a group chooses – it’s their music, after all.

Samples of pitch material chosen by different school groups

Here are some examples of the pitch material various groups have chosen:

  • 3-7
  • 1-3-7
  • 2-4-6-8
  • 3-4-7
  • 1-4-#4-5


In the next blog post, we’ll take this process on to the next challenge: a group that clearly wants to make beat-based music.


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A Boat Saves Christmas

Gale-force winds? Waves seven metres high? Lobster fishing? These things permeate students’ lives in Grosse-Île on the Magdalen Islands, and what better way for me, a landlubber based in Montreal, to learn more about the students’ experience than to ask them to tell stories. To kick off the storytelling, I gave the Gr. 3-4 class a cliff-hanger I wouldn’t have been able to resist as a child, with a nod to the wild weather on the Islands…

‘It was a dark and stormy night. The reindeer were scared and didn’t want to pull the sleigh. How was Santa going to get around?’

I furiously transcribed the story, trying to keep up with the students. We worked and played hard – it isn’t always easy to come to consensus, as anyone knows who has been part of a team – and made something together that was more and different than any one of us could have done on our own. Seeing the excitement on the students’ faces during the creation of the play and their pride on sharing their work was a testament to what the arts do to bring people together.

Les Îles de la Madeleine

To hear two students and myself speak about our project with guest host Julia Caron:

To hear the play, complete with narration and sound effects created and recorded by the students:

Many thanks to Grosse-Île School, CAMI and Artists Inspire for making this project possible.

Happy holidays to everyone! May you all find a boat this Christmas.

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Play it again, Sam

Playing with image, text and narrative are some of my favourite ways of making creative music, whether in my own practice or in facilitating creative music with amateurs. The last blog post featured some of the innovations in image and sound dating back to the silent film era. This blog post features a few ideas on exploring video and sound using the digital device many of us have in our pockets, the cell phone.

Play it again, Sam

Group activity, ages teen to adult

Technical needs: your participants cell phones and their willingness to play video/songs from their playlist

Depending on the context, you may want to preview participants’ video and playlists in advance.

One participant cues up a familiar music video with the sound off. All other participants to cue up their favourite song on their play list. Play the video paired with the various songs.

One participant cues up their favourite song. All other participants cue up their favourite music videos with the sound off. Play the song paired with the various music videos.

What works? What doesn’t? What’s funny? How does your perception of the video/music change with the different pairings?

Tips for going further:

Using the selected videos and songs from the previous exercise, play with the following elements of timing and affect (emotional content):

  1. in sync (image and sound match, or I see, hear the same thing at the same time),
  2. out of sync (image and sound are in contrast, or I see, hear different things at the same time),
  3. offset (I see, hear things at slightly different times, e.g. hearing an oldtime radio before the image appears).

These simple variations can make big differences in our perception, and are as close at hand as your participants’ play lists. What do you want to say? How do you want to say it? Your participants and their preferences will tell you quickly enough.

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Not so silent films

How many digital devices are in the room you are currently in? How many of these have capacity for video and sound? Probably quite a few: in the age of the internet, video and sound hold a large place in how people access information. Especially true for youth, how can we play with and use this fascination with video and sound in the classroom? Click here to read the pedagogical guide I wrote for the Orchestre symphonique de Montréal on the silent film era for a few ideas …

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For Leila

Welcome back! To kick off the season, here is a tale about my 3-year old friend Leila, who she is, how she makes music and some thoughts on facilitating creative music with people of all ages, whoever they may be.

for Leila

I lost my mitts. Again. I always lose my mitts. This time it’s minus 33 outside and I’m outside the garderie looking at Leila playing in the snow, feeling the cold bite my hands. I can’t have come without my mitts. I would have noticed. They must be inside.

“Leila. I lost my mitts. Can you help me find them?”

Leila looks at me, puzzled, and keeps digging in the snow. I’m puzzled too. These mitts are huge – big black mitts that come almost up to my elbows, keep my hands warm in this frigid cold, and are really hard to lose.

“I lost my mitts, Leila. Where’d they go?”

She looks up, still puzzled, but I have her attention. What belongs to who is important to Leila. Ever since she could crawl, she’s brought me my things. My shoes when I’m sitting in the living room talking with her mom. My coat, bringing it to me in the middle of a crowded party. My backpack, dragging it with determination since it weighs almost as much as she does.

I ask for her help. I mean it. I don’t want to make the trek across the city in this cold without my mitts. I looked everywhere in the garderie. Even the garderie staff looked. Nobody could find my mitts.

“Leila, my mitts. Where’d they go?”

She looks up at me and makes the gesture every 3-year old I know makes that means ‘I dunno’. Then she starts looking: up, down, around. We walk to the garderie, the snow brittle and crunching under our feet. I open the door, and the warm air rushes out to greet us, fogging up my glasses so I can’t see anything.

“Where are my mitts, Leila? I looked everywhere,”

I say as I polish my glasses. I put them back on and see Leila holding my mitts up, delight shining out of her face.

“Leila, you found them! Where were they?”

“They were right there, Louise! Right there.”

And Leila holds my mitts while we walk back outside, holds them while I put her in her stroller, holds them while I struggle with that damn buckle, holds them while I get her snack. Holds them until we are ready to go. Leila looks up at me.

“Your turn, Louise. Mitts on. Yaay!!”

This from my 3-year old friend who just learned how to say my name in full, Lou-ise, two weeks ago. She’s looking after me. Looking after me in the best way she knows. Bringing me my mitts. Keeping my hands warm. Cheering me on.

This tale reminds me to pay attention to the person or people in front of me and recognize their strengths and interests. In the case of Leila, not only is she far better at some things than I am (keeping track of my mitts is not the only thing), she is one of the best improvisers I know. Ever since she was born, she has explored every object she can get her hands for it’s potential for sound, from scratching surfaces and fabrics with her fingernails to very purposeful real-time mixing using various sound-making toys. Put an electric guitar on the floor for her to play with, and she creates sounds I’ve never heard from a professional. It would be easy to assume that Leila doesn’t ‘know’ anything because she’s three, but then I would be completely missing out on what she already does very skillfully.

When I enter a room full of people ready to make music, I do my best to keep in mind that there is always more to another person than I can possibly know, and the last thing I want to do is underestimate someone. Who is this person? What do they know and like? What skill have they honed, and take pride in? How do they know and understand the subject at hand, and related subjects? How is this the same or different to how I know and understand these subjects? What can I learn from them? How can we make music together?

All the best in your creative music endeavors this season!

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Imagine going to an island for the first time and wondering where the shoreline is. When I arrived on the Magdalen Islands for a residency at Grosse-Île School, there was ice and snow as far as the eye could see and winds so cold it gave me a cold headache. When I left a month later, the wind was still blowing, waves were crashing on the beach and the community was buzzing with excitement in anticipation of the approaching fishing season. With thanks to A School Hosts an Artist of Culture in Schools and ELAN’s ACE Initiative for their support, Grosse-Île students, community members and I explored music inspired by place – and what a place to be inspired by!

And what people to be inspired by, too. When CBC Breakaway host Alison Brunette asked Kayla Leblanc, a Grade 7 student at Grosse-Île school, ‘What have you learned from making this radio drama?, she replied,

‘That we could come together and make anything as long as we put our mind to it. Because at first we didn’t really have any ideas for the story and then we all started thinking and it slowly started to come along.’

To hear more, listen to November Storm, the radio play written and mixed by Gr. 7 students featuring sound samples created and recorded by students Gr. 2 to Gr. 11, including guest voice work by principal Hugh Wood.

Listen to Kayla describe her experience:

CBC Breakaway: Students on the Magdalen Islands craft radio drama

Listen to the process behind making music inspired by place, how this residency came about, and some of my reflections on the experience:

CBC Breakaway Louise Campbell visits Grosse-Île

Read ELAN Artist Feature:

Artists in Education: Louise Campbell

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Ready… set… listen!

Ever sat and listened silently for an extended period of time with a class of 8 year olds? In the cafeteria where they normally get to talk with their friends as much as they want? I wasn’t sure about how this was going to work with elementary school kids, but I was convinced: in order to have an effect on noise levels in any space, you start by listening. So if the project Sound Bites aims to reduce the noise levels in the Coronation Elementary School cafeteria, we need to make listening fun and engaging for the students…

Ready… set… listen!

It is a fairly ambitious task to ask 20 or so children under the age of 12 to sit and listen in silence for any length of time, so music teacher Connie Wilson and I took great care into setting up the following activities for success.

“Anybody want to do a treasure hunt?”

The kids were all in.

Sound Treasure Hunt

  1. Before playing the sound treasure hunt, ask students to name any sound they hear (e.g. a sneeze, a car horn honking, shuffling feet).
  2. Ask students to identify a sound they hear frequently in this room, and not say it out loud. Pick one student to ‘play’ the sound while everyone else covers their eyes (e.g. eraser on whiteboard, chair scraping, percussion mallets clacking against each other). Ask for volunteers to guess what the sound was.
  3. Ready… set… listen: Over a two-minute period, sit quietly and listen. Then, ask students to write or draw the sounds they heard. If they have trouble remembering what they heard previously (I do!), they can write or draw any sounds they are currently hearing. Ask volunteers to read their list or describe what they heard. Notice the similarities and differences in what students hear.


Use a visual aid to show where you are in the two minutes period to avoid the inevitable question ‘how much longer?’

Adapt the length of time to your group. I prefer several listening periods of shorter time frames so the treasure hunt is different every time. Given how much how quickly sound changes in an elementary school, one two-minute treasure hunt could feature the janitor walking down the hallway with a trolley, greeting a few kids, while the next might be about the sounds of the heating system starting (reluctantly), and the next basketball practice in the gym down the hallway.

Brainstorm a number of distinct acoustic environments to listen to that are within easy walking distance. Repeat the treasure hunt in each location, writing and drawing the sounds of each. Discuss, comparing locations.

For Sound Bites, we chose to listen to a stairwell, the library, and two different locations in the cafeteria. The kids floored me with their enthusiasm and acute ears. As you can see in the images in this post, their responses are amazing, complex and varied, and say as much about each individual as it does about their school.

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