Category: Developing Your Creative Practice

Talking about Timbre


Timbre is a musical element which describes the quality of a sound.

You could describe a sound in terms of pitch / intensity / duration / whether or not it had a repeated pattern but also in terms of its timbre (clanking / rasping / chiming / thudding / buzzing / metallic etc. sound). Interestingly, this musical element can be simultaneously easy and difficult to articulate with words depending on one’s vocabulary and life experience.

We use lots of onomatopoeic words (zoom, bang, whoosh, hiss, etc… words whose sound matches the sound of they describe) to describe sounds found in everyday life. So it can be just a little step to apply these words to music.

Commonly used onomatopoeic words. What is your favourite?


This summer, Rhythm Circle’s Musical Holiday Club ended with a workshop on Timbre. We explored sounds which you could make using the human body (no rude sounds allowed!). Cue lots of foot stomping/ clapping / finger and tongue clicking / hair swishing. What made a ‘tap’ different to a ‘boom’? How could you make whispery sounds without using your voice?

Vocal sounds were great fun and led into a discussion about how a face might look when producing a particular sound. It was great spelling practice for the students to write down their lists of sounds.


In the RC workshop, two different groups of students used Rebecca Rochelle’s poem ‘Fireworks’ to create a musical soundscape. The poem consisted of words which described the sound of fireworks. The students explored and demonstrated ways to create sounds which matched each word. We discovered that ‘zoom’ seemed to inspire movement, and everyone unanimously agreed that ‘whizz’ was the hardest one to demonstrate.

Developing My Creative Practice: Rebecca Rochelle

Cross-disciplinary art: exploring words and music with Rebecca Rochelle

Kindred spirits are hard to come by, but I recently found one in my new mentor Rebecca Rochelle.  

In 2021, Arts Council England gave me the chance to delve into some long over-due professional development via their Developing Your Creative Practice grant.

Rebecca is a writer/actor who introduced me to the various techniques she uses in workshops with young children. I was delighted to discover that we had a common belief in offering children a rich artistic diet and in teaching through exploratory play.

Musicians use a lot of descriptive words – not just the standard descriptions like high, low, fast, slow, loud, quiet but also words like swooping, sticky, oozy, crunchy, dark, bright, sparkly, grumpy. Those who have a good vocabulary tend to have more confidence in sharing their musical ideas.

So my initial discussions with Rebecca centred on ways to help young children build a rich vocabulary: using visual aids for pre-readers, onomatopoeic words, acrostic poems, creating ‘word banks’, different techniques of writing poetry.