42559 - Musical Pedagogy

Learning outcomes

By the end of this course students will:

- know objects, languages and methods of Musical Pedagogy;

- understand the connection between Musical Pedagogy and Sciences of Education and Musicology, scientific disciplines, as well as with Music, School Discipline (so called in the Italian National Curriculum);

- know and understand the model of school educational music based on the Musical Pedagogy treated in this course and aimed at understanding music in history and culture;

- acquire skills concerning school planning in relation to the latest ministerial provisions;

- learn the fundamentals of the listening educational methodology and be able to apply them to school planning.

Course contents

This course aims to provide students with the fundamentals of Musical Pedagogy, and it is divided into two parts, corresponding to two different modules. The first has a predominantly theoretical and methodological character; the second has a more operational character.

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

PART I

- review of the fundamental themes of general Pedagogy and Didactics, as well as Psychology of Learning, examined from the point of view of Music Pedagogy and the Didactics of Music;

- the model of Musical education to understand music in history and culture;

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

PART II

- Theory and practice of Listening Didactics and Music Appreciation;

- Outline of Didactics of Production and Didactics of Music History;

- Practical exercises led by tutors to learn how to do a school planning.

Readings/Bibliography

1. M. Baldacci, Trattato di pedagogia generale, Roma, Carocci, 2012, in the following parts:

• Introduzione (pp. 9-14).
• First part – from the chap. 1 Il sapere pedagogico, the only par. 3, La pedagogia come scienza dell’educazione, pp. 29-38.
• Second part – from the chap. 4 La regione pedagogica e il concetto formale di educazione, the whole par. 2, Il concetto formale di educazione, pp. 66-80, e the whole par. 4, I concetti empirici delle scienze dell’educazione: trasmissione culturale e apprendimento, pp. 90-138.

2. 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, Angeli, 2008, pp. 13‑25; even on line, A point of the “Biblioteca elettronica” of the “Saggiatore musicale”:

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

3. G. La Face Bianconi, La musica e le insidie delle antinomie, in La musica tra conoscere e fare, Atti del convegno (Bologna, 16-17 maggio 2008), Milano, Angeli, 2011, pp. 11-18.

4. C. Cuomo, L’educazione musicale per formare alla cittadinanza, in Doremat. La Musica della Matematica. Insegnare e imparare la Musica con la Matematica di A. Bianchi, C. Cuomo, G. Curti, D. Lentini, N. Magnani, R. Vagni, Modena, Digital Index Editore, 2015, pp. 157-166; bibliography pp. 180-184; notes at the end of the volume. On line:

http://www.digitaldocet.it/le-collane-di-digital-docet/21-risorse-didattiche-digitali/46-doremat-la-musica-della-matematica-il-testo .

5. "Indicazioni per il curricolo" (Italian National Curriculum), on line:

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

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; even on line, E point of “Biblioteca elettronica” of the “Saggiatore musicale”:

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

8. G. La Face Bianconi, Didattica dell'ascolto e didattica laboratoriale, «Riforma e Didattica tra Formazione e Ricerca», «Riforma e Didattica», XI, n. 2, marzo-aprile 2007, pp. 15-21; even on line, F point of the “Biblioteca elettronica” del “Saggiatore musicale”:

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

9. 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; even on line, F point of the “Biblioteca elettronica” del “Saggiatore musicale”:

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

10. C. Cuomo, Il linguaggio della musica. Didattica dell'ascolto su un ‘Minuetto' di J. S. Bach, «Innovazione educativa», n. 3-4, marzo-aprile 2006, pp. 49-59; even on line, E point of the “Biblioteca elettronica” del “Saggiatore musicale”:

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

11. 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.

A text at your choice among:

12. L. Bianconi, La musica al plurale, in Musica, ricerca e didattica. Profili culturali e competenza musicale, a cura di Antonella Nuzzaci e Giorgio Pagannone, Lecce, Pensa Multimedia, 2008, pp. 23-32; even on line, B point of the “Biblioteca elettronica” del “Saggiatore musicale”: http://www.saggiatoremusicale.it/1/home/biblioteca-elettronica/testi-di-pedagogia-musicale/b-sul-problema-del-canone-e-leducazione-estetica/ .

13. M. Baldacci, Saperi scolastici e formazione democratica, «Musica Docta. Rivista digitale di Pedagogia e Didattica della musica, III, 2013, pp. 7-12; also on line:

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

Teaching methods

Lectures, listening laboratories and practical exercises.

Assessment methods

To pass the examination, students shall:

1) report on the Bibliography above;

2) present a short piece of Western art music and explain how they would introduce students of Primary or Secondary School to it, level I or II (structural as well as functional and contextual understanding): this test is reserved for DAMS/Music students; other students are required to briefly explain a piece on the basis of its listening (see Recommendations for listening: www.muspe.unibo.it/course/courses/sdm/consigli.htm); in preparing this test, students can ask for assistance by the 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. To pass this test, students shall: historically contextualize the songs; describe the overall structure 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.

The final examination for the four-year DAMS students will be based on the entire syllabus.

DAMS/Music students attending Musical 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.

Office hours

See the website of Carla Cuomo

See the website of Giuseppina La Face