96427 - Fundamentals of Music Pedagogy

Learning outcomes

By the end of the course the student: knows objects, languages and methods of Pedagogy of Music; understands the connection between Pedagogy of music and Sciences of education and Musicology, scientific disciplines, as well as with Music, school discipline (so called in the Italian National Curriculum); knows and understands the model of school educational music based on the Pedagogy of Music treated in this course and aimed at understanding music in history and culture; acquires competences concerning school planning in relation to the latest ministerial provisions; learns some methodological fundamentals of transposition of musical knowledge and knows how to decline them in the development of an educational path.

Course contents

This course aims to provide students with the fundamentals of Musical Pedagogy and to develop competences in the didactic-musical field.

The course is divided into two parts: the first has a predominantly theoretical and methodological character; the second has a more practic and operational character (laboratory).

More specifically, the topics for each parts are as follows:

PART I (first 30 Hours)

- fundamental concepts of Music Pedagogy and Didactic of Music, related to the basic themes of general Pedagogy and Didactics, as well as Psychology of Learning;

- the thought of some important scholars, declined in the field of Music Education: Dewey, Piaget, Vygotsky, Bruner;

- the model of Music Education to understand music in history and culture;

- school planning and Italian National Curriculum (Indicazioni Nazionali per il Curricolo)

PART II (second 30 Hours)

- theory and practice of listening pedagogy, with workshops in the field of instrumental music, melodrama (investigated from the point of view of musical dramaturgy, the history of vocality, pedagogy and historical didactics of opera singing), the relationship between music and cinema;

- workshops on didactics of musical production (performance, composition and improvisation) and didactics on the history of music;

- "Doremat" workshops on the relationship between Music and Mathematics;

- conception, programming and carrying out of a learning unit on a piece of music, with practical exercises.

N.B. All the exercises will take place under the guide of tutors.

Readings/Bibliography

1. M. Baldacci, Saperi scolastici e formazione democratica, in "Musica Docta", vol. 3, 2013, pp. 7-12. On line:

https://musicadocta.unibo.it/article/view/4014/3465

2. G. La Face Bianconi - L. Bianconi, Il mandato intellettuale dei musicologi nella costruzione della cittadinanza europea, «Musica Docta. Rivista digitale di Pedagogia e Didattica della Musica», III, 2013, pp. 1-5. On line:

https://musicadocta.unibo.it/article/view/4046/3496

3. L. Bianconi, La musica al plurale, in Musica, ricerca e didattica. Profili culturali e competenza musicale, a cura di A. Nuzzaci e G. Pagannone, Lecce, Pensa Multimedia, 2008, pp. 23-32 (anche in C’è musica e musica. Scuole e cultura musicale, a cura di L. Zoffoli, Napoli, Tecnodid, 2006, pp. 71-76). On line:

http://wwcat.saggiatoremusicale.it/saggem/ricerca/bibliografia/bianconi_musica_al_plurale.pdf

4. G. La Face Bianconi, Il cammino dell'Educazione musicale: vicoli chiusi e strade maestre, in Educazione musicale e Formazione, Atti del convegno (Bologna, 12-14 maggio 2005), Milano, FrancoAngeli, 2008, pp. 13‑25; anche in rete, punto A della “Biblioteca elettronica” del “Saggiatore musicale”:

http://wwcat.saggiatoremusicale.it/saggem/ricerca/bibliografia/La%20Face%202008.pdf

5. C. Cuomo, Dall’ascolto all’esecuzione. Orientamenti per la Pedagogia e la Didattica della musica, Milano, FrancoAngeli, 2018.

6. B. Martini, La didattica dell'ascolto. Una lettura didattico-disciplinare, in La musica tra conoscere e fare, Atti del convegno (Bologna, 16-17 maggio 2008), Milano, Angeli, 2011, pp. 157-166.

7. G. La Face Bianconi, Le Pedate di Pierrot – Comprensione musicale e didattica dell'ascolto, in Musikerziehung. Erfahrungen und Reflexionen, Brixen, Weger, 2005, pp. 40-60. On line:

http://www.saggiatoremusicale.it/1/home/biblioteca-elettronica/testi-di-pedagogia-musicale/e-didattica-dellascolto/ .

8. C. Cuomo, Didattica dell'ascolto e didattica della produzione musicale: ipotesi di continuità, in Musikerziehung. Erfahrungen und Reflexionen, a cura di F. Comploi, Bressanone/Brixen, Weger, 2005, pp. 61-74. On line:

http://www.saggiatoremusicale.it/1/home/biblioteca-elettronica/testi-di-pedagogia-musicale/f-dallascolto-alla-produzione-musicale-e-alla-didattica-del-laboratorio/ .

9. B. Martini, C. Cuomo, M. De Luca, Trasposizione didattica del sapere musicale: aspetti di contenuto e di metodo, in La musica tra conoscere e fare, Atti del convegno (Bologna, 16-17 maggio 2008), Milano, Angeli, 2011, pp. 123-156.

10. C. Cuomo, Insegnare e imparare Musica e Matematica: Doremat© tra sperimentazione, ricerca e didattica, in "Musica Docta", vol. 9, 2019, pp. 173-201. On line:

https://musicadocta.unibo.it/article/view/10196/10034

11. "Indicazioni per il curricolo", in rete, all'indirizzo:

http://www.indicazioninazionali.it/documenti_Indicazioni_nazionali/indicazioni_nazionali_infanzia_primo_ciclo.pdf

Teaching methods

The course takes place through frontal lessons (part I and beginning of part II), listening and musical composition workshops as well as practical exercises (part II), also with the collaboration of tutors.

Assessment methods

To pass the examination, students shall:

1) report on the Bibliography above.

As an alternative to the oral exam in the traditional question-answer method, students can choose the exam method in the form of a conference: see the "Music Pedagogy and Didactics" course web page for the Master's Degree in Music and Theater , in the same point "Methods of verifying and evaluating learning".

2) present a short piece of Western art music and report how they would illustrate it to students of School, Kindergarten, or Primary, or Secondary I grade, or Secondary II grade (structural understanding and functional-contextual understanding): this test it is for DAMS/Music students, or even for non-DAMS/Music students who want to try their hand at it; non-DAMS/music students who don't feel like trying this test, alternatively they can present a summary illustration of the piece based on listening to the exam.

PLEASE NOTE - For this test, students who have difficulty preparing it are invited to get in touch with the teacher (in time!), who can also entrust them to specific tutors;

3) report on a concert or show of art music they have recently attended: they are required to sit the examination bringing the concert program (a point on the exam score will be removed for those who do not present themselves with the concert program).To pass this test, students shall:

- historically contextualize the piece;

- describe the overall structure of the piece or focus only one part (e.g. Sonata, Symphony, or individual movements);

- critically evaluate the execution: in this regard, they are invited to carefully prepare the listening from a structural, formal and historical-critical point of view before the concert.

DAMS/Music students attending Fundamental of Music Pedagogy, who have completed the practical exercises and obtained the relevant certificate, will be exempted from point 2.

It will be assessed as excellent/good the performance of those students achieving an organic vision of the course contents, the use of a proper specific language, the originality of the reflection as well as the familiarity with the tolls for analysing the Musical Pedagogy.

It will be assessed as discrete the performance of those students showing mostly mechanical or mnemonic knowledge of the subject, not articulated synthesis and analysis capabilities, a correct but not always appropriate language, as well as a scholastic study of the Musical Pedagogy. It will be assessed as barely sufficient the performance of those students showing learning gaps, inappropriate language, lack of knowledge of the Musical Pedagogy. It will be assessed as insufficient the performance of those students showing learning gaps, inappropriate language, no orientation within the recommended bibliography and inability to analyse the Musical Pedagogy.

Students who wish to continue their studies in Music and Theater Master’s Degree and to qualify as teachers in Secondary Schools, are invited to attend the pedagogical-music course in DAMS/music 3-years degree.

Master’s Degree and to qualify as teachers in Secondary Schools, are invited to attend the pedagogical-music course in DAMS/music 3-years degree.

Teaching tools

Eventual didactic materials will be gradually included in the IOL platform during the course.

Office hours

See the website of Carla Cuomo