The course offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School.
With the study of Pedagogy and Didactics of Music the student will be able to achieve the following training objectives
In terms of knowledge and understanding:
- to define and to identify the epistemological and methodological field of the discipline;
- to know the theory of musical education in the national and international context.
In terms of applying knowledge and understanding:
- to analyze the best educational practices of the School with reference to consolidated pedagogical methods;
- To identify educational phenomena and processes.
In terms of making judgements:
- to connect pedagogical theory to school situations and contexts;
- to evaluate pedagogical innovations.
In terms of communication skills:
- to use strategies of human relationships in the classroom and outside the classroom;
- to develop competence in the design and organization of pedagogical thinking and educational action in music.
In terms of learning skills:
- to encourage scientific research in School context;
- to understand the educational challenge by identifying problems and proposing solutions in the perspective of lifelong musical learning.
With the study of Pedagogy and Didactics of Music the student will be able to achieve the following training objectives
In terms of knowledge and understanding:
- to define and to identify the epistemological and methodological field of the discipline;
- to know the theory of musical education in the national and international context.
In terms of applying knowledge and understanding:
- to analyze the best educational practices of the School with reference to consolidated pedagogical methods;
- To identify educational phenomena and processes.
In terms of making judgements:
- to connect pedagogical theory to school situations and contexts;
- to evaluate pedagogical innovations.
In terms of communication skills:
- to use strategies of human relationships in the classroom and outside the classroom;
- to develop competence in the design and organization of pedagogical thinking and educational action in music.
In terms of learning skills:
- to encourage scientific research in School context;
- to understand the educational challenge by identifying problems and proposing solutions in the perspective of lifelong musical learning.
Canali
teacher profile teaching materials
- Music Grammar: Study of the basic elements of musical language; score analysis techniques and literacy programs (vocal and instrumental).
- History and Active Listening Education: Reconstruction of a historical-cultural profile through guided listening and commentary on selected works, representing both written and oral musical traditions.
- Sound and Musical Citizenship in Contemporary Societies: Transversal teaching of civic education through music to develop citizens who are aware of and responsible for their own soundscape.
Part 2: Contexts, Instructional Design, and Research in Music Pedagogy and Education
- Contexts and Scenarios: Analysis of contemporary music pedagogy and the integration of formal, non-formal, and informal learning contexts across Europe and Italy.
- Methodologies and Design: Effective management of music sessions and the creation of innovative educational pathways, referencing established pedagogical approaches for the structuring of targeted activities.
- From the Classroom to the Stage: Effective practice sessions and student preparation for the stage as a moment of individual growth, emotional maturation, and collective cohesion, through the study of concert programming as a communicative act.
- Research and Innovation: Experimentation with new tools, investigation methodologies, and digital technologies applied to the music classroom to foster inclusion, accessibility, and personalized learning.
Programme
Part 1: Fundamentals, History, and Languages- Music Grammar: Study of the basic elements of musical language; score analysis techniques and literacy programs (vocal and instrumental).
- History and Active Listening Education: Reconstruction of a historical-cultural profile through guided listening and commentary on selected works, representing both written and oral musical traditions.
- Sound and Musical Citizenship in Contemporary Societies: Transversal teaching of civic education through music to develop citizens who are aware of and responsible for their own soundscape.
Part 2: Contexts, Instructional Design, and Research in Music Pedagogy and Education
- Contexts and Scenarios: Analysis of contemporary music pedagogy and the integration of formal, non-formal, and informal learning contexts across Europe and Italy.
- Methodologies and Design: Effective management of music sessions and the creation of innovative educational pathways, referencing established pedagogical approaches for the structuring of targeted activities.
- From the Classroom to the Stage: Effective practice sessions and student preparation for the stage as a moment of individual growth, emotional maturation, and collective cohesion, through the study of concert programming as a communicative act.
- Research and Innovation: Experimentation with new tools, investigation methodologies, and digital technologies applied to the music classroom to foster inclusion, accessibility, and personalized learning.
Core Documentation
A selection of teaching materials provided by the instructor and made available on the course platform.Reference Bibliography
Allorto, R. (2005). Nuova storia della musica. Ricordi. Bennett, R. (1987). History of music. Cambridge University Press. Campogrande, N. (2024). Storia della musica classica: Il racconto di un'avventura straordinaria dal Medioevo a Spotify. Ponte alle Grazie. Coates, S. (2000). How to blitz! ABRSM Theory: Grade 1. Chester Music. Ferrarese, S. (Ed.). (2020). Didattica della musica: Progettazione, metodologie e percorsi inclusivi. Mondadori Università. Galli, C. (2001). Musica e storia: L’apprendimento storico-musicale nel processo formativo. EDT/SIEM. La Face Bianconi, G. (2010). Il valore del sapere musicale: Educazione al sapere e ascolto attivo. FrancoAngeli. Mado Proverbio, A. (2019). Neuroscienze cognitive della musica: Il cervello musicale tra arte e scienza. Zanichelli. Ministero dell’Istruzione. (2020). Linee guida per l’insegnamento dell’educazione civica. https://www.miur.gov.it/documents/20182/0/ALL.+Linee_guida_educazione_civica_dopoCSPI.pdf Navarro Lalanda, S. (2022). Didattica della musica ed educazione alla cittadinanza nella scuola dell’obbligo italiana. Musica Docta, 12(1), 91–106. https://doi.org/10.6092/issn.2039-9715/15414 Navarro Lalanda, S. (2025). Sonic and musical citizenship in contemporary societies. In R. Salvarani (Ed.), The future of hope (pp. 243–259). Studium Edizioni. https://doi.org/10.69080/thefutureofhope.243-259 Pace, A. (2012). Musica e formazione primaria. Libreriauniversitaria.it edizioni. Pantano, G., & Rizzo, A. (2025). Circle singing as an inclusive interdisciplinary practice: Assessing musical and linguistic development through innovative research tools. Italian Journal of Educational Research, 179–190. https://doi.org/10.7346/sird-1S2025-p179 Pelassa, A., & Franco, F. (2014). Musical-mente: Attività interdisciplinari di educazione musicale nella scuola primaria. Edizioni Erickson. Rizzo, A. (Ed.). (2025). Giochi musicali per la scuola dell'infanzia: Preparare lettura e scrittura. Carocci. Scalfaro, A. (2015). Storia dell'educazione musicale nella scuola italiana: Dall'Unità a oggi. FrancoAngeli. Schafer, R. M. (1992). A sound education: 100 exercises in listening and sound-making. Arcana Editions. Somigli, P. (2025). La musica classica va a scuola: Prospettive e percorsi didattici. FrancoAngeli.Attendance
Attendance is not mandatory, but it is strongly recommended.Type of evaluation
Assessment is divided into two parts: - Final Exam: The final assessment consists of an oral interview aimed at verifying the knowledge of the program contents. - Research Project in Music Education: Presentation and discussion of a research project in which the student will investigate, from a pedagogical perspective, a specific issue or theme related to the learning and teaching of music. The project will consist of a detailed presentation of the research design framed within a rigorous scientific research structure, including: the definition of the problem and its contextualization, the identification of the subjects or sample involved (educational level), the formulation of research objectives (general and specific) and questions/hypotheses, the theoretical framework, the research methodology (chosen approach, data collection and analysis tools), the time distribution (timeline), the operational phases of the research, the analysis of expected results and potential educational implications, resources, and bibliography. The paper must consist of a minimum of 4 to a maximum of 6 pages (approximately 2,000 characters per page, including spaces) and must be uploaded to the course platform before the exam session in which the student intends to take the exam. Students who do not present their project during the lessons will be required to answer an exam question regarding their submitted project during the final exam. teacher profile teaching materials
- Music Grammar: Study of the basic elements of musical language; score analysis techniques and literacy programs (vocal and instrumental).
- History and Active Listening Education: Reconstruction of a historical-cultural profile through guided listening and commentary on selected works, representing both written and oral musical traditions.
- Sound and Musical Citizenship in Contemporary Societies: Transversal teaching of civic education through music to develop citizens who are aware of and responsible for their own soundscape.
Part 2: Contexts, Instructional Design, and Research in Music Pedagogy and Education
- Contexts and Scenarios: Analysis of contemporary music pedagogy and the integration of formal, non-formal, and informal learning contexts across Europe and Italy.
- Methodologies and Design: Effective management of music sessions and the creation of innovative educational pathways, referencing established pedagogical approaches for the structuring of targeted activities.
- From the Classroom to the Stage: Effective practice sessions and student preparation for the stage as a moment of individual growth, emotional maturation, and collective cohesion, through the study of concert programming as a communicative act.
- Research and Innovation: Experimentation with new tools, investigation methodologies, and digital technologies applied to the music classroom to foster inclusion, accessibility, and personalized learning.
Programme
Part 1: Fundamentals, History, and Languages- Music Grammar: Study of the basic elements of musical language; score analysis techniques and literacy programs (vocal and instrumental).
- History and Active Listening Education: Reconstruction of a historical-cultural profile through guided listening and commentary on selected works, representing both written and oral musical traditions.
- Sound and Musical Citizenship in Contemporary Societies: Transversal teaching of civic education through music to develop citizens who are aware of and responsible for their own soundscape.
Part 2: Contexts, Instructional Design, and Research in Music Pedagogy and Education
- Contexts and Scenarios: Analysis of contemporary music pedagogy and the integration of formal, non-formal, and informal learning contexts across Europe and Italy.
- Methodologies and Design: Effective management of music sessions and the creation of innovative educational pathways, referencing established pedagogical approaches for the structuring of targeted activities.
- From the Classroom to the Stage: Effective practice sessions and student preparation for the stage as a moment of individual growth, emotional maturation, and collective cohesion, through the study of concert programming as a communicative act.
- Research and Innovation: Experimentation with new tools, investigation methodologies, and digital technologies applied to the music classroom to foster inclusion, accessibility, and personalized learning.
Core Documentation
A selection of teaching materials provided by the instructor and made available on the course platform.Reference Bibliography
Allorto, R. (2005). Nuova storia della musica. Ricordi. Bennett, R. (1987). History of music. Cambridge University Press. Campogrande, N. (2024). Storia della musica classica: Il racconto di un'avventura straordinaria dal Medioevo a Spotify. Ponte alle Grazie. Coates, S. (2000). How to blitz! ABRSM Theory: Grade 1. Chester Music. Ferrarese, S. (Ed.). (2020). Didattica della musica: Progettazione, metodologie e percorsi inclusivi. Mondadori Università. Galli, C. (2001). Musica e storia: L’apprendimento storico-musicale nel processo formativo. EDT/SIEM. La Face Bianconi, G. (2010). Il valore del sapere musicale: Educazione al sapere e ascolto attivo. FrancoAngeli. Mado Proverbio, A. (2019). Neuroscienze cognitive della musica: Il cervello musicale tra arte e scienza. Zanichelli. Ministero dell’Istruzione. (2020). Linee guida per l’insegnamento dell’educazione civica. https://www.miur.gov.it/documents/20182/0/ALL.+Linee_guida_educazione_civica_dopoCSPI.pdf Navarro Lalanda, S. (2022). Didattica della musica ed educazione alla cittadinanza nella scuola dell’obbligo italiana. Musica Docta, 12(1), 91–106. https://doi.org/10.6092/issn.2039-9715/15414 Navarro Lalanda, S. (2025). Sonic and musical citizenship in contemporary societies. In R. Salvarani (Ed.), The future of hope (pp. 243–259). Studium Edizioni. https://doi.org/10.69080/thefutureofhope.243-259 Pace, A. (2012). Musica e formazione primaria. Libreriauniversitaria.it edizioni. Pantano, G., & Rizzo, A. (2025). Circle singing as an inclusive interdisciplinary practice: Assessing musical and linguistic development through innovative research tools. Italian Journal of Educational Research, 179–190. https://doi.org/10.7346/sird-1S2025-p179 Pelassa, A., & Franco, F. (2014). Musical-mente: Attività interdisciplinari di educazione musicale nella scuola primaria. Edizioni Erickson. Rizzo, A. (Ed.). (2025). Giochi musicali per la scuola dell'infanzia: Preparare lettura e scrittura. Carocci. Scalfaro, A. (2015). Storia dell'educazione musicale nella scuola italiana: Dall'Unità a oggi. FrancoAngeli. Schafer, R. M. (1992). A sound education: 100 exercises in listening and sound-making. Arcana Editions. Somigli, P. (2025). La musica classica va a scuola: Prospettive e percorsi didattici. FrancoAngeli.Attendance
Attendance is not mandatory, but it is strongly recommended.Type of evaluation
Assessment is divided into two parts: - Final Exam: The final assessment consists of an oral interview aimed at verifying the knowledge of the program contents. - Research Project in Music Education: Presentation and discussion of a research project in which the student will investigate, from a pedagogical perspective, a specific issue or theme related to the learning and teaching of music. The project will consist of a detailed presentation of the research design framed within a rigorous scientific research structure, including: the definition of the problem and its contextualization, the identification of the subjects or sample involved (educational level), the formulation of research objectives (general and specific) and questions/hypotheses, the theoretical framework, the research methodology (chosen approach, data collection and analysis tools), the time distribution (timeline), the operational phases of the research, the analysis of expected results and potential educational implications, resources, and bibliography. The paper must consist of a minimum of 4 to a maximum of 6 pages (approximately 2,000 characters per page, including spaces) and must be uploaded to the course platform before the exam session in which the student intends to take the exam. Students who do not present their project during the lessons will be required to answer an exam question regarding their submitted project during the final exam.