Foto del docente

Anna Rita Addessi

Associate Professor

Department of Education Studies "Giovanni Maria Bertin"

Academic discipline: L-ART/07 Musicology and History of Music

Research

Keywords: Systematic musicology Musical routines with under-four children Music Education with early childhood Mixed methods in music educaton research Music teacher education Learning Music and artificial intelligence Social representations of music Musical style and intertextuality The MIROR platform Reflexive interaction paradigm Intertextuality The Mandolin in Naples in the XVIII Century

Systematic musicology, Empirical musicology, Cognitive sciences of music, Music Education and Psychology of Music.

Musical creativity and artificial intelligence, musicality in the first years of life, training music teachers, social representations of music, auditive music analysis, musical style and intertextuality, contemporary music, Spanish and French music, Claude Debussy and Manuel de Falla, The Mandolin in Naples in the XVIII Century.

 

Research Projects

 

- STALWART-Sustaining Teachers and Learners With the Arts: Relational Health in European Schools
(2017-2019)

Project funded by the European Commission, PROGRAM: Erasmus+, KA2 - Cooperation for Innovation and the Exchange of Good Practices, KA203 - Strategic Partnerships for higher education

Consortium: Leslie Bunt (Coordinator, University of the West of England, UK), Nick Clough (Novalis Trust, UK), Eha Rüütel (Tallinn University), K. Haarde (Randvere kool, Estonia), Anna Rita Addessi (Alma MAter University of Bologna, I), M. G. Cortesi (Istituto Comprensivo Granarolo dell'Emilia, I), Viggo Kruger (UNI RESEARCH AS, Norway), E. Johansen (Hyssingen Produksjonsskole, Norway), Eunice Macedo (Universidade do Porto, P), P. Hardalova (AE2O - Associação para a Educação de Segunda Oportunidade). Associate Partners: Orchestra Infantile "QuattroCanti" Palermo (I), Municipality of Prato (I).

UNIBO Team: Anna Rita Addessi coordinator, Adriana Gallicchio, Matteo Ricciardi.

The project builds organically on the current work of the ERASMUS + funded project: Learning in a New Key (LINK) - Engaging Vulnerable Young People in School Education, 2015-1-UK01-KA201-013752. The main priority for this new project (STALWARTS) is to develop further, recognise and accredit new therapeutic teaching practices, skills and competences in each of the regions represented to meet the needs of vulnerable young people and reduce ESL (now ELET 'early leaving from education and training') (Ps 1, 2, 3). This cross sectoral application is now led from a university base given the technical skills and regional influence required for this accreditation process (P 1).

 

- The mandolin in Naples in the second half of XVIII Century

website: www.mandolinonapoli700.com

Research team: Anna Rita Addessi (coordinator, University of Bologna), Lars Berglund (University of Uppsala), Davide Rebuffa (Conservatory of Vicenza), Mauro Squillante (Conservatory of Bari, Accademia Mandolinistica Napoletana).

The project aims to bring to light the repertoire and the history of the mandolin in Naples from the time of its birth and its European and international developments, from a perspective that includes historical, cultural and social aspects, as well as its organology, the preservation of cultural heritage, the analysis of its repertoire and performance, and didactic practices. The starting point of the project is the Gimo Collection, the manuscripts for mandolin by Neapolitan composers from 18th Century, collected at the Library “Carolina Rediviva”, in Uppsala, Sweden.

Thus, the project aims at the recovery, preservation, performance and diffusion of 18th-Century Neapolitan mandolin repertoire. This repertoire is a brilliant example of the galant style and of the 18th-Century Neapolitan school.

 

  • Perception and modelling of melodic accent

Principal investigator: Anders Friberg, KTH-Royal Institute of Technology, Stockholm

Collaborators: Anna Rita Addessi, Mario Baroni, Erica Bisesi.

The project deals with the question of how the perception of the “immanent accents” can be predicted and modeled. By immanent accent we mean any musical event in the score that is related to important points in the musical structure (e.g., tactus positions, melodic peaks) and is therefore able to capture the attention of a listener. Our aim is to investigate the underlying principles of these accented notes by combining quantitative modeling, music analysis and experimental methods.

 

- 2015-2017: LINK-Learning In a New Key. Engaging Vulnerable Young People in School Education.

European Commission, Programma Erasmus+, Key Action Cooperation for Innovation and the Exchange of
Good Practices, Action Strategic Partnerships for school education.

Website: https://www.learninginanewkey.eu

Role in the project: partner, Intellectual Outputs, Independent review and revision of the quality of the materials and resources to support the development of each Intellectual Output.

Consortium: Coordinatore Nick Clough, Novalis Trust (UK); Leslie Bunt, UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL (UK); Luis Mesquita, AE2O - Associação para a Educação de Segunda Oportunidade (P); Celia Pinto, UNIVERSIDADE DO PORTO (P); A. Piekarska, Gimnazjum nr 1 im. Jana Pawla II, Świdnik (Poland); K. Stachyra, Polskie Stowarzyszenie Terapii Przez Sztuke, Lublin (Poland); Istituto Comprensivo Granarolo dell'Emilia (I); A.R. Addessi, ALMA MATER STUDIORUM - UNIVERSITA DI BOLOGNA (I); B. ZAnchi, Associazione MusicSpace Italy.

Abstract: The project addresses the risks to the continuing learning and school attendance of young people in Europe who are currently disadvantaged in formal education because they are challenged by their emotional and mental states and consequent poor social interactions (Target Group 1). The identified project group plans to exploit theoretical understandings and practical know how that has been developed at a trans-European level by expert music therapists through applications with teachers and educationalists in challenging classroom contexts.

-  MIROR-Musical Interaction Relying On Reflexion (2010-2013)

European Project FP7, ICT 2009.4.2 Technology-enhanced learning.

website: www.mirorproject.eu

Role in the project: scientific coordinator

Consortium: Anna Rita Addessi, UNIBO;  François Pachet, SONY-Computer Science Laboratory, Paris (F), Gualtiero Volpe, University of Genova (I); Bengt Olsson, University of Gothenburg (SE); Susan Young, University di Exeter (UK); Christina Anagnostopoulou, University of Athens; Compedia SME (Israel). 

Abstract: The MIROR Project deals with the development of an innovative adaptive system for music learning and teaching based on the reflexive interactionparadigm. The platform will be developed in the context of early childhood music education. It will act as an advanced cognitive tutor, designed to promote specific cognitive abilities in the field of music improvisation, both in formal learning contexts (kindergartens, primary schools, music schools) and informal ones (at home, kinder centres, etc.). The reflexive interaction paradigm is based on the idea of letting users manipulate virtual copies of themselves, through specifically designed machine-learning software referred to as interactive reflexive musical systems (IRMS). By definition IRMS are able to learn and configure themselves according to their understanding and experience of learner's behaviour. We propose to extend the IRMS paradigm with the analysis and synthesis of multisensory expressive gesture to increase its potential and impact on the musical pedagogy of young children, by developing new multimodal interface. The project will be based on a novel spiral design approach involving coupled interactions between the technical partners and the psycho-pedagogical ones. The project will integrate both psychological case-study experiments, aiming to experiment cognitive hypothesis concerning the mirroring behaviour and the learning efficacy of the platform, and validation studies aiming at developing the software in concrete educational settings. The project will contribute to promoting the reflexive interaction paradigm not only in the field of music learning but more generally as a new paradigm for establishing a synergy between learning and cognition in the context of child/machine interaction.

 

- AIRS-Advancing Interdisciplinary Research on Singing

A Major Collaborative Research Iniziative of the Social Sciences and Humanities Research Council of Canada

Coordinatore: Annabel Cohen (University of Prince Island, Canada)

sito web: http://www.airsplace.ca


- Since 2010: IRT BRASIL- Intregrated Research Team, University of Bologna

Un gruppo di ricerca multidisciplinare, che contraddistingue e promuove le competenze scientifiche dell'Ateneo di Bologna, in relazione all'area geografica brasiliana e ai rapporti del Brasile con l'Italia, l'Europa e l'America Latina. IRT Brasil aggrega molteplici aree di ricerca (scienze della vita; umane, politiche e sociali, scienze e tecnologie formali e sperimentali) e mira ad individuare programmi e iniziative di alta qualificazione e innovazione, che valorizzino le interfacce comuni tra più aree scientifiche. IRT Brasil intende offrire agli interlocutori esterni, pubblici e privati, una banca dati e un
insieme di competenze multi e transdisciplinari, un vasto spettro di aree e temi di ricerca e di applicazione, una consolidata capacità di analisi e costruzione di progetti settoriali e intersettoriali sul tema. IRT Brasil, con FIBRA (Fondazione Italia Brasile) nata in collaborazione con la Ambasciata del Brasile in Italia, mira a sviluppare e valorizzare una vasta articolazione di partenariati scientifici, accademici, industriali e culturali col subcontinente latinoamericano.

 

- The musical dimension of daily routines with under-four children  

Observation of under-four children's musical conducts in the daily routines.

Research Team: Addessi AR (coordinatore), L. Ferrari, E. Gastaldelli,  B. Panzetti,  F. Finotti,  E. Piras.

References: The musical dimension of daily routines with under-four children

 

2003----Music Knowledge as Social Representations. An empirical investigation of the musical knowledge of music teachers and students of music education, dealing with the French theory of Social Representations.
References
: Music knowledge as social representations



- 2002-2006 /  DiaMuse: Interactive reflexive musical systems for music education
Young children playing with the Continuator, an interactive reflexive musical system, elaborated by François Pachet , SONY-Computer Science Laboratory, Paris (F).
References: The children and the Continuator

 

- 2009- MyPlace MyMusic.

Coordinators: Susan Young, University of Exeter (UK), Beatriz Ilari, Federal University of Paraná, Curitiba, Brazil;Chee Hoo Lum,  National Institute of Education/Nanyang Technological University (Singapore); Elizabeth Andango, Kenyatta University, Kenya. Participants: Anna Rita Addessi, University of Bologna, Italy; Diane Cummings Persellin Trinity University, San Antonio, Texas USA; Ruta Girdzijauskiene, University of Klaipeda, Lithuania; Claudia Gluschankof, Levisnky College of Education, Tel-Aviv, Israel; Sven-Erik Holgersen, Danish University of Education, Copenhagen, Denmar; Theano Koutsoupidou, University of the Aegean, Rhodes, Greece; Jennifer Leu, National Kaohsiung Normal University, Taiwan, China; Elizabeth MacKinlay, University of Queensland, Brisbane, Australia; Jose Retra, Foundation for Music and Toddlers, Netherlands.

MyPlace: MyMusic is a collaborative project between members of the ISME, ECME Commission which will culminate in a symposium at the 2010 ISME Conference in Beijing. The aim of the project is to increase understanding of the types of everyday home-based musical activities in which seven-year-old children from internationally diverse locations are typically involved, their partners in those activities, the roles taken, for how long, where and with what resources. The project is based on the rationale that everyday activities and interactions are key to development and that they cannot be understood without detailed reference to the individual children who are involved in them and the various contexts in which those activities are situated. The principle of a collective and collaborative approach to research is central to the project. Each participant undertakes to contribute one set of data from their location. All the data will be combined and distributed to each participant in the project. Each participant thereby has access to a larger and more internationally diverse body of data than they would be able to achieve single-handedly. While some analysis will proceed along collaboratively agreed lines of enquiry, individual researchers will also have the opportunity to follow their own lines of interest. It is anticipated that the project will give rise to a quantity of individual and co-authored presentations and publications at both national and international levels.


- EuroTeam: European Teachers and Music Education
European network for training music teachers. Partnership: Göteborg University; University of Roehampton; University of Bologna, I: University of Wien; Fryderyk Chopin Academy of Music, Warsaw; The Danish University of Education; Tallinn Pedagogical University; Eötvös Lorán University.

 

- 2004-2006 / GRES: Research Team on Sound education.
A research-action project about music with under-four children, and training of practitioners. The project is carried out in collaboration with the Town Council of Bologna.

 

- 1999-2002: Auditive music analysis of macroform of post-tonal music
Experimental study on segmentation, tension and musical form, in the string quartets by Webern, Malipiero, Maderna, Kurtág. References: Auditive music analysis of post-tonal music

 

- 1991-96. Intertextuality and stylistic influences : an investigation about Claude Debussy and Manuel De Falla.

 

- 1990-94: The development of musical stylistic competence in children