The course aims to promote students' methodological and didactic skills to conceive, design and manage inclusive learning environments. The school needs the inclusive learning environments to respond coherently to the cultural complexity that characterizes the current society.
In this context, the course pursues the following educational objectives:
• to know the fundamentals of special education to promote school and social inclusion, in particular for students and students with special educational needs, and to develop individualized and effective interventions to prevent exclusion and discrimination;
• to understand the relevance of the "musical play" in the process of developing the identity, learning, autonomy, creativity, and participation of each student;
• to develop educational-didactic skills and animation skills aimed at enhancing individual potential, personal well-being and social well-being in an inclusive school context.
• to reinterpret the role of the music teachers in the context of inclusive teaching-learning processes wihin the secondary schools.
In this context, the course pursues the following educational objectives:
• to know the fundamentals of special education to promote school and social inclusion, in particular for students and students with special educational needs, and to develop individualized and effective interventions to prevent exclusion and discrimination;
• to understand the relevance of the "musical play" in the process of developing the identity, learning, autonomy, creativity, and participation of each student;
• to develop educational-didactic skills and animation skills aimed at enhancing individual potential, personal well-being and social well-being in an inclusive school context.
• to reinterpret the role of the music teachers in the context of inclusive teaching-learning processes wihin the secondary schools.
teacher profile teaching materials
In the perspective of school inclusion, the course will deal with the organization of inclusive teaching as a fundamental variable to guarantee the quality of processes and equity in the school.
Specifically, the theoretical-applicative principles that underlie the most effective organizational-didactic models will be proposed, with reference to the role of the teacher as the main factor of effective teaching.
Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive teaching in formal education contexts with attention to the individualization and personalization models of the teaching, also in relation to the recent contribution provided by the 'evidence-based-education.
In this context, and in light of findings from neuroscience, we will examine the potential of music as a methodological tool for promoting learning and participation among all students. In particular, we will focus on the inclusive use of musical play to develop English literacy and pronunciation.
The essential teaching content includes the following:
- the values, theoretical and practical principles, and concepts underlying inclusive education;
- the characteristics of students with special educational needs;
- theoretical principles of music for inclusion;
- methods for designing and implementing an inclusive lesson based on musical play and circle singing: methodologies, tools, and assessment and evaluation methods;
- the role of the music teacher as a facilitator for inclusion.
- Pantano Creazzo Giuseppe e Rizzo Amalia Lavinia (in press). Il Circle Singing per l’apprendimento inclusivo dell’Inglese: teorie e strategie didattiche interdisciplinari. Milano: FrancoAngeli.
Programme
The course will offer some useful tools to plan inclusive and interdisciplinary music activities.In the perspective of school inclusion, the course will deal with the organization of inclusive teaching as a fundamental variable to guarantee the quality of processes and equity in the school.
Specifically, the theoretical-applicative principles that underlie the most effective organizational-didactic models will be proposed, with reference to the role of the teacher as the main factor of effective teaching.
Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive teaching in formal education contexts with attention to the individualization and personalization models of the teaching, also in relation to the recent contribution provided by the 'evidence-based-education.
In this context, and in light of findings from neuroscience, we will examine the potential of music as a methodological tool for promoting learning and participation among all students. In particular, we will focus on the inclusive use of musical play to develop English literacy and pronunciation.
The essential teaching content includes the following:
- the values, theoretical and practical principles, and concepts underlying inclusive education;
- the characteristics of students with special educational needs;
- theoretical principles of music for inclusion;
- methods for designing and implementing an inclusive lesson based on musical play and circle singing: methodologies, tools, and assessment and evaluation methods;
- the role of the music teacher as a facilitator for inclusion.
Core Documentation
- Rizzo A. L. (2025). Giochi musicali nella scuola dell'infanzia. Preparare alla lettura e alla scrittura. Roma: Carocci.- Pantano Creazzo Giuseppe e Rizzo Amalia Lavinia (in press). Il Circle Singing per l’apprendimento inclusivo dell’Inglese: teorie e strategie didattiche interdisciplinari. Milano: FrancoAngeli.
Attendance
The course is held in the first semester. Attendance is not mandatory but is strongly recommendedType of evaluation
The exam consists in an oral interview. The exam includes a series of questions relating to -the themes and concepts of each of the texts of the study program. The duration of the interview is about 20 minutes. The evaluation will take into account the relevance and the completeness of the contents exposed by the candidate and also the linguistic correctness of the exposure. STUDENTS WITH DISABILITIES AND SPECIFIC LEARNING DISABILITIES (SLD) In the case of students with disabilities or specific learning disabilities (SLD), individual needs and the provisions of current legislation are taken into account. Students with disabilities and SLD must contact their teachers at least two weeks before the exam to agree on any changes to the exam procedures.