Listening laboratory for inclusive didactics Franz Schubert’s Schöne Müllerin in primary school

• Silvia Cancedda ^[1]
  1. [1] cuola primaria Diana Sabbi - Istituto comprensivo di Pianoro – Bologna
• Localización: Actas del III Congreso Internacional de Música y Cultura para la Inclusión y la Innovación / Rocío Chao-Fernández (ed. lit.), Francisco César Rosa Napal (ed. lit.), Aurelio Chao (ed. lit.), Carol Gillanders (ed. lit.), Rosa María Vicente Álvarez (ed. lit.), 2021, ISBN 978-84-9749-805-0, págs. 84-89
• Idioma: inglés
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• Resumen

  • This article presents the results of a didactic research project that has its theoretical and methodological foundations in the music education model developed by the Music Pedagogy chair of Bologna University, in collaboration with the cultural Association «Il Saggiatore musicale». This model posits the comprehension of music in history and culture as the goal of music education, and is rooted on the one hand in Musicology, and in Education Sciences on the other (Cuomo & La Face, 2020). The research project took the form of a didactic program on Franz Schubert’s Schöne Müllerin for 6-year-old children in a primary school and focused on listening didactics. The strategy used for didactic transposition was a laboratory based on cognitive apprenticeship, aimed at working on musical and linguistic-verbal skills, as well as on social and civil skills to facilitate inclusion. Special emphasis was placed on teacher-led collective discussions. The results were relevant in terms of affective and emotional education, as well as the development of relational and social skills. The project has shown the productivity of the music education model it is based on, which focuses on the choice of epistemologically and aesthetically relevant content (La Face, 2005, p. 35), such as that of art music, and on a teaching methodology that centers on critical and reflective listening.