Università Roma Tre

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, as well as in the light of the results of neuroscience, the potential of music as a methodological facilitator for the promotion of learning and participation of all students, in particular students with disabilities and with Specific Learning Disorders (DSA) will be analyzed .

The essential teaching contents are the following:
- the values, the theoretical-applicative principles and the concepts that are the basis of inclusive teaching;
- the characteristics of students with special educational needs;
- the theoretical principles of music for inclusion;
- the methods for designing an inclusive lesson based on musical experience: methodologies, tools, methods of assess and evaluation;
- the role of the musician teacher as facilitator for inclusion.

- Rizzo A. L. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.
-Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.
-Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.
-Miur (2018). Indicazioni nazionali e nuovi scenari.
-Commissione europea (2018). RACCOMANDAZIONE DEL CONSIGLIO del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente.