Conference Program

Established in 2010, music high schools (licei musicali) are currently the benchmark in Italy for structured and recognized music studies in adolescence, including as a possible pre-academic path following the 1999 reform of “Conservatori di Musica” (Italian musical academy). The music curriculum includes two or three hours per week of individual afternoon instrument lessons. The uniqueness of this type of high school within the secondary school system allows us to investigate and explore how the study and practice of an instrument during adolescence can be a vehicle for growth, not only individual but also social: such a growth focuses on a pluralistic and collaborative community vision, in which multiple individuals 'concert' in a shared direction; it allows to conceive a multi-perspective reading of the surrounding world, with empathy and sensitivity, and to overcome obstacles with determination and perseverance. In this context, the study of the musical instrument is also connected with the transversal skills of reference for active citizenship and civic education.

Studying an instrument requires each student to organize their activity and time through slow gestures, repetition, patience, attention to detail, method, and discipline (far different from the “smart society”, in which today students are living). In the same way, it allows them to face with their own emotional or even physical insecurities, and the instrument becomes a way to bring out and discover parts of themselves. Instrumental practice, in comparison with the repertoire, as well as in improvisational practice (mentioned in the National Guidelines concerning the specific learning objectives of music high schools), develops students' creativity, problem-solving and adaptation skills, and curiosity. The study of music typically involves both rational and emotional aspects (for this reason it has frequently been the object of neuroscience studies), connecting different ways of thinking and thus allowing the ability to envisage more personal solutions and perspectives.

However, the study of music is also an opportunity to be “other than oneself” (as is the case with theater), to experience distant worlds and poetics, and above all, it is an opportunity to perceive oneself in relation to others, to listen to others. Specifically, ensemble music (developed in music high schools as part of the school curriculum in morning lessons and through various extracurricular activities) becomes an opportunity to listen to and understand others, and to share a common idea. It allows students to be part of social dynamics, which may involve different systems and relationships between individuals, with different roles and responsibilities.

This experience, in relation to the age group typically in transition and change from youth to adulthood, helps to promote a dimension of democratic participation among young people.