Conference Program

My aim is to provide a critical and reasoned account of my work both as a primary school teacher and as a choir director, which allows me to observe and experience the many benefits that arise from musical practice. Both in classroom work and within the structured setting of a children’s choir, it is clear how music can be regarded as an educational and social endeavour.

Music is thus interpreted and utilised as a vehicle for transmitting values, both in terms of content—thanks to the lyrics used in choral practice—and from a social and well-being perspective: the importance of listening, respect and observing rules. Music is a catalyst for cognition, participation and collaboration: working together to achieve a common goal, recognising one’s individuality within the group and strengthening the sense of belonging to a community (Caon, Lobasso 2008).

Observing music-based activities with children and teenagers reveals just how much music can act as a facilitator in the teaching of academic subjects. I will therefore present the pilot study conducted for my undergraduate thesis in two primary school classes: the aim of the research was to examine whether music-based teaching activities can facilitate foreign language learning compared to more traditional methods, and thus act as a facilitator (Degrave 2019). Between April and May 2019, a short teaching intervention was carried out at the Mori-Brentonico Institute (TN), in which music was integrated with linguistic content and activities. It was noted that music triggered significant language memorisation processes, as these were linked to the tonal, affective and emotional dimensions (Dolean 2016).