EDUCATIONAL GOALS

1) Knowledge acquisition of the basic elements of the language of music

2) Developing listening and playing skills, basic tools for musical understanding.

3) Educating voice and singing voice, rhythmic training

4) Understanding the communicative and educational value of music

5) Knowledge acquisition of methodological principles of music education

6) Knowing how to build and manage didactic activities, focusing on different age groups

7) Knowledge acquisition of the interdisciplinary value of music, in light of the Italian national guidelines for kindergarten and elementary school curricula.

This course aims to understand how the elements of musical language are closely tied to the natural qualities of human expression, as well as being a part of our reality and our natural environment; this will encourage a correct pedagogical approach to the discipline.

Through practical experience, it will be possible to break down the coded structures. This will be the modality that will allow us to acquire a basic understanding of music theory, like a verbal language: from perceiving (listening) to its codification (reading and writing).

Students will be provided with a methodology and basic knowledge in the field of Pedagogy and Music Teaching

In parallel, the course will try (intends) to educate students on how to use their skills properly: vocal, rhythmical, creative and movement related, so as to manage educational projects in a pragmatic manner.

In relation to teaching skills, students must:

- Possess basic knowledge of the fundamental components of the language of music and its features; interdisciplinary aspects; the correct teaching-disciplinary approach.

- Understand the concepts and theories contained within the course;

-Demonstrate their skills in applying the acquired knowledge, and being able to reason independently on issues regarding the discipline. Students must also be able to identify the appropriate methodology for each context.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Course materials and specific notifications of the Professor are accessible, along with other support activities, within the Moodle

The teaching material prepared by the lecturer (such as for instance slides, lecture notes, exercises) and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it

Teaching

Teaching Method

Classroom lectures, workshops and exercises.

Attendance

Obligations

None.

Attendance is recommended.

Course books

Pedagogical references:

Help texts for working teachers and for those still in training (University, Music Conservatory):

Lucchetti, Ferrari, Freschi, Insegnare la musica. Guida all'arte di comunicare con i suoni,

  Carocci Faber, Roma, 2012.

-Silvano Sansuini, Pedagogia della musica, Feltrinelli,Milano,1978, pp. 23-35 ;pp. 36-44; pp.139-

  145 Pdf1

Educational trends:

- Rosalba Deriu, «Tendenze recenti nella didattica dell’educazione musicale», in Enciclopedia della

   musica, Einaudi, Torino, 2002, vol. II,  pp. 804-821Pdf2

Topics:

Soundscapes

-R. Murray Schafer, Educazione al suono. 100 esercizi per ascoltare e produrre il suono,  Ricordi, Milano, 1998 Pdf3

-Luca Marconi (a cura di), «Educazione e paesaggi sonori», in Musica Domani. Trimestrale di cultura e pedagogia musicale, XXXVII, 145, EDT, Torino, 2007, pp. 34-45.

 

Intercultural music education

-Serena Facci, «Multiculturalismo nell’educazione musicale», in Enciclopedia della musica, Einaudi, Torino, 2002, II, pp. 863-882.Pdf4

Further study material:

- François Delalande, La musica è un gioco da bambini, Franco Angeli, Milano, 2001.

-R. Murray Schafer, The Tuning of the World, McClelland and Stewart, Toronto, 1977 (trad. it. Il  paesaggio sonoro, Ricordi/LIM, Lucca, 1985).

-Maurizio Disoteo, Musica e intercultura. Le diversità culturali in educazione musicale, FrancoAngeli, Milano, 2015.

Teaching aids

The following guides of the Carocci Faber Scuolafacendo series are recommended:

G.Grazioso, Suono, musica, movimento

Martini-Taddei, Spaziare nella musica idee, percorsi, materiali

Maule-Viel, La fabbrica dei suoni,costruire e utilizzare strumenti e oggetti sonori

J.Tafuri, Cantando si impara, suggerimenti e repertori

A.Anceschi, Ludus in musica,giochi per l’attività didattica nella scuola primaria

 

Assessment

Oral examination.

A written exam will take place on the last lesson of the course; this will entail open-ended and multiple-choice questions. The resulting mark can be registered thereafter, or integrated into a final oral exam.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Teaching Method

Classroom lectures, workshops and exercises.

Attendance

Obligations

None.

Attendance is recommended.

Course books

Pedagogical references:

Help texts for working teachers and for those still in training (University, Music Conservatory):

Lucchetti, Ferrari, Freschi, Insegnare la musica. Guida all'arte di comunicare con i suoni,

  Carocci Faber, Roma, 2012.

-Silvano Sansuini, Pedagogia della musica, Feltrinelli,Milano,1978, pp. 23-35 ;pp. 36-44; pp.139-

  145 Pdf1

Educational trends:

- Rosalba Deriu, «Tendenze recenti nella didattica dell’educazione musicale», in Enciclopedia della

   musica, Einaudi, Torino, 2002, vol. II,  pp. 804-821Pdf2

Topics:

Soundscapes

-R. Murray Schafer, Educazione al suono. 100 esercizi per ascoltare e produrre il suono,  Ricordi, Milano, 1998 Pdf3

-Luca Marconi (a cura di), «Educazione e paesaggi sonori», in Musica Domani. Trimestrale di cultura e pedagogia musicale, XXXVII, 145, EDT, Torino, 2007, pp. 34-45.

 

Intercultural music education

-Serena Facci, «Multiculturalismo nell’educazione musicale», in Enciclopedia della musica, Einaudi, Torino, 2002, II, pp. 863-882.Pdf4

Further study material:

- François Delalande, La musica è un gioco da bambini, Franco Angeli, Milano, 2001.

-R. Murray Schafer, The Tuning of the World, McClelland and Stewart, Toronto, 1977 (trad. it. Il  paesaggio sonoro, Ricordi/LIM, Lucca, 1985).

-Maurizio Disoteo, Musica e intercultura. Le diversità culturali in educazione musicale, FrancoAngeli, Milano, 2015.

Teaching aids

The following guides of the Carocci Faber Scuolafacendo series are recommended:

G.Grazioso, Suono, musica, movimento

Martini-Taddei, Spaziare nella musica idee, percorsi, materiali

Maule-Viel, La fabbrica dei suoni,costruire e utilizzare strumenti e oggetti sonori

J.Tafuri, Cantando si impara, suggerimenti e repertori

A.Anceschi, Ludus in musica,giochi per l’attività didattica nella scuola primaria

 

Assessment

Oral examination.

A written exam will take place on the last lesson of the course; this will entail open-ended and multiple-choice questions. The resulting mark can be registered thereafter, or integrated into a final oral exam.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.