'Born for music'. But is this really the case?
In her contribution published in laRegione, Anna Galassetti, senior lecturer in music education at the Department of Education and Learning / University of Teacher Education (DFA/ASP) explains that this is indeed a false myth that is widespread in our latitudes. In order to dispel it, it is necessary to move from a conception that sees the performance itself as the end point of the entire musical learning process, to a broader vision of education, in which music can contribute to the overall development of the person, providing him or her with personal and interpersonal skills that can then also be useful in other social contexts.
By changing the perspective in this way, we will thus realise that music education fosters the development of some important transversal skills, such as listening, communication, collaboration and a sense of belonging. A group of kindergarten and primary school teachers in the Italian-speaking part of Switzerland is working precisely with this in mind, through the SAC proposed by the DFA/ASP 'Music in the first cycle: transversal paths for the global development of the child', the focus of which is on the use of music as a tool to foster the personal development of children at a transversal level.