We are a group of music teachers who have been working for many years studying, researching and experimenting in the field of music education.
At the root of our concept we have the vision of child who is competent, able and naturally inclined to build his/her own reality and identity.
We believe that educating – and especially educating through music – means communicating with children and teen-agers, to enhance their natural attitude towards learning, seeking, understanding and expanding their horizons.
We think that teaching means finding a way to get into contact and developing an active collaboration with students. We aim to create such conditions so as to provide a meaningful experience for the students: exploring, practicing, reflecting and comprehending music.
We believe that motivation can be developed if students feel they are the protagonists of their own learning process, considered as persons who can think autonomously and express their own authentic emotions.
Music belongs to the human being. It is a means of self-expression and communication, a way to encounter others. Music is body, thought, emotion, group, culture. It is this multi-dimensionality of music that makes it such a powerful educational tool.
Educating in music and through music means developing motor, perceptive, listening skills, attention and memory. It means strengthening analythic and synthethic skills, nurturing creativity and enhancing learning through the group. It means educating in the arts.
Our approach to music education is holistic, addressing the whole person and his/her specific needs, aptitudes, interests, wishes.
We are professionals in the area of music education for children and adolescents. We also transmit to adults the same clarity, spontaneity and joy for music, letting everybody feel at ease, irrespective of age and initial skills.
The ultimate goal of our teaching is to offer an experience through which children, adolescents or adults can positively enrich their lives.
Our main reference for music education is the Orff-Schulwerk approach.
Its concern for the integration of music, movement and speech, the group, the holistic and creative processes makes music learning a meaningful and emotionally enriching experience.
Within the frame of the Orffian elemental music and dance education we integrate a cognitive approach to the development of the musical mind – in particular, Edwin Gordon's Music Learning Theory: we value its coherent and systematic methodic-didactic vision and the planning of hierachically ordered curricula for the development of music literacy.
Carl Rogers' humanistic approach and Thomas Gordon's model of the educational interaction represent our main orientation for psycho-pedagogy. We believe that the work of music teachers can be decidedly improved by an awareness of the dynamic aspects involved in the teaching/learning processes and by a particular attention to the quality of the interpersonal relationships with and within the group.