The European Parliament and Council Recommendation 18.XII.2006 establishes eight 'key-competences' for lifelong learning. The Resolution 18.V.2010 points to issues related to our rapidly changing world, especially with regard to job placement, social and individual welfare, and social integration policies. The debate on 'competences’ is therefore at the core of education and training policies in the EU Countries, because it directly impacts the quality of democracy. What training models are to be developed in order to build an aesthetic education for democratic citizenship? Starting from the notions of 'citizenship', 'democratic education' and ‘competence’, this article focuses on a model of music education informed by these notions, in that it aims at providing an 'education for the understanding of music' in history and culture. Only through the understanding of music as a language, or of musics as code systems constantly shaped by cultural traditions, ideas, values, patterns of thought, can individuals acquire an education that integrates dimensions of identity, as well as cognitive-cultural, critical-aesthetic, linguistic-communicative, affective-emotional, relational and social skills. Art music plays a crucial role in this educational model. The model, developed through the scientific research of DARvipem - Department of Arts. Visual Performing Media of Bologna University, is the result of a radical scientific project to embed Music Pedagogy both in Musicology and in Education Science.

Music Education and Competences for Democratic Education

CUOMO, CARLA
2016

Abstract

The European Parliament and Council Recommendation 18.XII.2006 establishes eight 'key-competences' for lifelong learning. The Resolution 18.V.2010 points to issues related to our rapidly changing world, especially with regard to job placement, social and individual welfare, and social integration policies. The debate on 'competences’ is therefore at the core of education and training policies in the EU Countries, because it directly impacts the quality of democracy. What training models are to be developed in order to build an aesthetic education for democratic citizenship? Starting from the notions of 'citizenship', 'democratic education' and ‘competence’, this article focuses on a model of music education informed by these notions, in that it aims at providing an 'education for the understanding of music' in history and culture. Only through the understanding of music as a language, or of musics as code systems constantly shaped by cultural traditions, ideas, values, patterns of thought, can individuals acquire an education that integrates dimensions of identity, as well as cognitive-cultural, critical-aesthetic, linguistic-communicative, affective-emotional, relational and social skills. Art music plays a crucial role in this educational model. The model, developed through the scientific research of DARvipem - Department of Arts. Visual Performing Media of Bologna University, is the result of a radical scientific project to embed Music Pedagogy both in Musicology and in Education Science.
2016
Music, Fine Arts and Theatre in Artistic Education of Children and Young People
9
23
Cuomo, Carla
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/585300
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