SEEING MUSIC, MUSIC TO SEE—Interdisciplinary Relations between Musical and Visual Art Education in Italian Pre-School and Primary School

Antonella Coppi

doi:10.3390/proceedings1091079

Abstract

The practice of music represents an irreplaceable experience of the human being. Gratifying in many aspects, it carries out a diversified web of experiences: sensorial, perceptive, cognitive, dynamic, social, cultural. In this, each individual comes to the progressive realization of music as an integrated and integrating experience, which is the deep meaning of culture and the ability to establish relationships. The education to artistic languages encountered in pre-school and primary school, even when it is of less relevance in the curriculum, should represent a crucial base to the learning pathway, while promoting interdisciplinarity and warranting a new plurifocal access to knowledge and to individual growth, which is capable of reinforcing also other knowledge necessary in questioning and comprehending the essential, structural, communicative, creative, imaginative and psychological aspects linked to the use of every genre of art.

Highlights

In his work Trattato della pittura (1550 ca)
The same can be said for the choreographic art, not to mention “programme music
From the educational point of view, the basic schooling education and musical education rarely seems to be able to approach these associations and phenomenon: sometimes they take on and empirical approach, not very far from the stimulation towards graphic representation that children from pre-school and primary school are incited to, which is to represent a narrative outline more or less related to the composers’ explicit programmatic declarations during the listening phase, which would be more effective from the educational point of view, is approached as an activity to solely experience

Summary

Introduction

In his work Trattato della pittura (1550 ca) This approach to the visual form stimulates the synthetic ability of each individual, an extremely complex operation that our brain develops in a tenth of a second, and acts as a sorting tool for those parts of the disturbing visual landscape that do not correspond to the mental image that reached us [3] To this process, the child just as the adult, combines a mental operation in order to evaluate what they observe in function of a memory of how similar it has been compared to the past experience or represents a novelty, a surprise: as Corrado Ricci [4] depicts, if the subject of any age is exposed to the vision of a certain object and does not recognize it as known, the question arises about what it is, searching for associations with what has already been experienced before. The lifestyles, the organization of times, spaces, and social behaviors create a kind of “multimedia alphabet” that confers the child’s communicative space and enters in his daily spaces through forms of communication (written, advertising, musical language), filling them with content (information, knowledge, entertainment)

Music and Visual Arts

Conclusions