A-Infos (en) Italy, FDCA, il Cantiere #23: The importance of music in the educational process - Paola Perullo (ca, de, it, pt, tr)[machine translation]

I have often wondered how human relationships would change if instead of 
words we used the language of music, sounds: I speak to you by playing 
an instrument and you respond to me by playing another. This image does 
not arise in me from a romantic idea of music, but from the knowledge 
and experience gained in the field for many years with boys and girls 
from 0 to 6 years old, in which I was able to see how musical language 
is the most early means that puts human beings in a position to express 
themselves and communicate, even before the acquisition of verbal 
language. In fact, we know that music affects three great human 
dimensions, the emotional one, the relational one and the expressive one.

What moves music, in our mind and in our body?

Music is identifying, because despite receiving the same stimulus, each 
of us can imagine what we want, interpret and think in our own way, but 
at the same time music helps and facilitates socialization. In fact, the 
more one interprets an everyday life that includes the affectivity of 
relationships, extending to collective feelings, such as popular music, 
the more it satisfies the need to seek the universality of certain 
feelings. It is as if that synthesis between the I and the us occurred 
in a natural way, in which "I see myself through others and free my 
feelings". If we match music to movement, through rhythm, we can 
experience the simultaneity between thought and action and in the 
perception of our rhythm, we find valid help in the creation of stories 
and theatrical scripts. From here, by analyzing the temporal sequences, 
to be respected in precise cadenced sentences, we can also replace 
visual images to tell a story. The musical sequences that follow one 
another in a necessary time, one after the other, become the frame 
within which lies the story that we can invent. In this way the music 
becomes the common thread that flows like the plot of the story. Music 
invests space, giving us the pleasure of expanding, prolonging a 
stimulus that materializes in the feeling of the body and through the 
body. Voice also allows us to expand our presence in space.

Each music suggests a different way of moving in space, "in time. Even 
in the shyest children, music guides and encourages movement. And it not 
only facilitates expressiveness, but also the logical ability to orient 
oneself in space.

Therefore, active music and not simply listening to be enjoyed 
passively. Music to be experienced firsthand, which comes to life from 
the body in movement. This is the first connection: music and movement.

The small child, when he produces a sound, beating on the drum or 
blowing into a flute, or shaking bells, spontaneously accompanies the 
sound with the movement of the whole body, activating a rhythm which 
intensifies the sound, because it imparts more strength into the beating 
or blowing. In this way of making music, young children remember an 
ancient way of socializing between human beings, kept alive by the 
tradition of popular music and folklore. But music, as already 
mentioned, is also connected to the articulated language of narration: 
music, like a story, develops over time but does not precede it.

It flows continuously, but no sentence of a sequence can be skipped or 
accelerated, otherwise its meaning will be lost. Like "telling stories", 
music also supports the enrichment of the expressive abilities of verbal 
language. Words are filled with meaning, with that gap between reality 
and vision, exactly like in poetry. Older children, around the age of 
five, can begin to learn the ability to associate music with poems by 
developing a sensitivity in them that leads them to choose music in 
relation to the meaning of the poetic text. But even single words can 
recall a color and a sound. Respect for a temporal dimension that allows 
us to understand, reflect and process, to listen and imagine, to think 
and act. All this is facilitated by the use of music in school.

http://alternativalibertaria.fdca.it/
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