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Research paper thumbnail of Manuel de Falla e Claude Debussy. Un caso di influenza stilistica

Papers by anna rita addessi

Research paper thumbnail of LINK-Learning In A New Key

Research paper thumbnail of The musical dimension of daily routines with under-four children during diaper change, bedtime and free-play

Routledge eBooks, Mar 4, 2021

This paper deals with an action research project currently being undertaken at the Faculty of Edu... more This paper deals with an action research project currently being undertaken at the Faculty of Education of the University of Bologna about the observation of musical making during the daily routines with under-four children, using the concept of "conduct" as opposed to "behaviour". The project involves university students, practitioners and young researchers and is coordinated by the author: the context of the project therefore is the university training of the students that will become practitioners at the nursery.

Research paper thumbnail of Storytelling with the MIROR-platform in the Italian inclusive school

Research paper thumbnail of L’educazione musicale negli anni Ottanta, un’epoca di cambiamenti

Research paper thumbnail of La presenza di Debussy nell'opera di Falla

Research paper thumbnail of The implicit conceptions of music among pupils in Italian SMIM

Research paper thumbnail of Musica e danza: formazione degli insegnanti e curricolo

Il saggio illustra alcuni aspetti della relazione tra musica e danza educativa. E' descritta ... more Il saggio illustra alcuni aspetti della relazione tra musica e danza educativa. E' descritta l\u2019esperienza, svolta presso la Facolt\ue0 di Scienze della Formazione dell\u2019Universit\ue0 di Bologna, nel corso di laurea in Scienze della Formazione primaria, del Laboratorio di Musica e Movimento, condotto dall'autrice insieme con Marina Maffioli, esperta di danza educativa. L'esperienza ha permesso di elaborare degli strumenti metodologici per la formazione musicale e motoria degli insegnanti. Il saggio si conclude con una breve descrizione dell'Ambito Musicale contenuto nella proposta di curricolo elaborata dalla D.E.S. \u2013 Danza Educazione e Scuola

Research paper thumbnail of Suonare con il MIROR-Impro: potenzialità inclusive nei sistemi interattivi riflessivi musicali

Research paper thumbnail of (Music) technology and children's social rights: Inclusiveness potentiality of the MIROR technologies in early childhood

This abstract deals with the problem of the relationship between technology and social rights in ... more This abstract deals with the problem of the relationship between technology and social rights in early childhood (music) education. In particular, we will present a particular type of technology, based on the paradigm of \u201creflexive interaction\u201d, implemented in MIROR-Musical Project Interaction Relying On Reflexion, which showd to be potentially an efficient device for a pedagogy of inclusion. The paradigm of reflexive interaction explores the idea of letting users manipulate virtual copies of themselves, through specifically designed machine-learning software referred to as reflexive interactive musical systems (IRMS). The mechanism of repetition and variation is at the heart of the reflexive paradigm: when the children play a keyboard and stop playing, the system answers by imitating the musical style of the children, as in a mirror. The \u201creflexivity\u201d also plays an important role in infant development and in the ontological fundamentals of human musicality (eg Cross, 2008; Dissanayake, 2000; Imberty, 2005; Malloch & Trevarthen, 2008 ; Mithen, 2005; Addessi, 2009). The following aspects make the paradigm of reflexive interaction and the reflexive technology potentially effective in the processes of inclusion and well-being: it enhances the development of the Self, gives the priority to the child, develops the collaborative playing. The experiments achieved so far have shown that the reflexivity can increase the infants\u2019 vocal esploration and production during the vocal interaction with adults, the emotional state of well-being and flow and the musical dialogue among children, as well as music skills. The studies also have shown that the reflexive tecnology can be a versatile device to enhance and stimulate the expressive behavior and communication in disability and rehabilitative context, in which it is important to encourage inclusiveness. Some examples of classroom activities with young children and the MIROR technologies will be presented. The data will be discussed on the basis of the contribution that reflexive technologies can give to the issue of the relationship between technology and social inclusion in early childhood

Research paper thumbnail of Sinergie: cognizione, tecnologia, apprendimento

Research paper thumbnail of Dialoghi riflessivi fra musica, movimento e tecnologia

Bononia University Press eBooks, 2015

Nel Capitolo 10, Marina Maffioli, Filomena Anelli e Anna Rita Addessi, propongono delle attivit\u... more Nel Capitolo 10, Marina Maffioli, Filomena Anelli e Anna Rita Addessi, propongono delle attivit\ue0 di improvvisazione da svolgere con l\u2019aiuto del MIROR-Impro sia con il suono sia con il movimento. Il capitolo quindi presenta una serie di suggerimenti per l\u2019insegnante per poter utilizzare il MIROR-Impro in maniera originale sia per l\u2019improvvisazione musicale sia per l\u2019improvvisazione motoria. Le attivit\ue0 sono pensate per bambini di 6-10 anni, ma con piccole varianti possono essere proposte anche a bambini pi\uf9 piccoli e possono essere svolte sia nella scuola pubblica, sia nelle scuole di danza, sia nelle scuole di musica nelle quali ci sia interesse a lavorare sul rapporto tra musica e movimento. Ogni attivit\ue0 prevede che vi sia un bambino che suona dialogando con il software MIROR-Impro e uno o pi\uf9 bambini che danzano o interpretano la musica ascoltata attraverso il movimento. La risposta con il movimento avviene sia durante la proposta musicale, sia durante la risposta \u201criflessiva\u201d del MIROR-Impro. Quindi, mentre normalmente nelle attivit\ue0 di danza \ue8 l\u2019adulto che suona il pianoforte guidando i bambini, l\u2019originalit\ue0 della proposta presentata in questo capitolo \ue8 che il movimento dei bambini \ue8 guidato, a turno, da uno degli altri bambini che suona la tastiera con il MIROR-Impro e dal sistema stesso. Le autrici discutono il rapporto tra suono e movimento alla luce del paradigma di interazione riflessiva e delle ricerche condotte nell\u2019ambito del progetto MIROR su musica e movimento, arrivando ad ipotizzare che quando i bambini si muovono o ballano ascoltando le risposte \u201criflessive\u201d del MIROR-Impro, si comporterebbero come specchi \u201cmotori\u201d della risposta musicale del sistema, aggiungendo in tal modo il canale motorio all\u2019interno dell'interazione bambino-macchina. Questo campo di studio, e la sua applicazione nelle scienze dell'educazione, \ue8 ancora in gran parte inesplorato, anche nell\u2019educazione musicale e nell\u2019educazione motoria. Le attivit\ue0 descritte favoriscono l\u2019apprendimento attraverso il collaborative learning, il problem solving e il gioco di ruoli, e sono proposte ai bambini attraverso dispositivi verbali e musicali che suggeriscono contesti immaginifici e simbolici all\u2019interno dei quali i bambini sono messi nelle condizioni di esplorare e creare suoni e movimenti originali

Research paper thumbnail of Sul concetto di influenza stilistica

Research paper thumbnail of Creative Practice and Reflexive Musical Interaction with an Adolescent with Autism

Routledge eBooks, May 17, 2021

Research paper thumbnail of Comporre musica contemporanea nella scuola di base: riflessioni su un’esperienza

Libreria musicale italiana eBooks, 2004

Il contributo si basa sul resoconto di un\u2019esperienza didattica svolta dal primo autore, comp... more Il contributo si basa sul resoconto di un\u2019esperienza didattica svolta dal primo autore, compositore di formazione, nell\u2019anno scolastico 1997-98. Si tratta di un progetto fondato sull\u2019ascolto di musica contemporanea e sulla composizione di brevi frammenti musicali da parte di alunni di una scuola media (\u201cGiacomo Leopardi\u201d di Trofarello, Torino). Dalla realizzazione dell\u2019esperienza sono scaturiti problemi ed interrogativi, approfonditi sulla scorta di letture tratte dall\u2019ambito della pedagogia musicale degli ultimi anni

Research paper thumbnail of Pedagogical perspectives of the Interactive Reflexive Musical Systems

Research paper thumbnail of A Model of Training Practitioner in Early Childhood Music Education

Background. The relationship between practice and research in early childhood music education has... more Background. The relationship between practice and research in early childhood music education has been one of the topics of the SIEM National Conference (Societ\ue0 Italiana per l\u2019Educazione musicale, Italian section of ISME - Modena (I), 10th March 2007), aiming to delineate the state of art of the early childhood musical experiences in Italy (0-3 years). This paper present the training practitioner model as realised at University of Bologna, where a triennial degree for practitioner has been launched. The most of students who attend this degree are not musicians. Aims: the aim is to develop a professional curriculum in music education based on 3 different kinds of competencies: the basic competences, that is the musical competences; the professional competences, concerning music learning and teaching; the general teaching competences: socio-psycho-educational competences, relationships abilities, research tools. Method: The musical curriculum is realised as follows: 1st phase: one course of 30 hours, aiming to develop basic and professional competences, by means music listening, analysis of the children music development, video observation (adult/infant interaction, musical \u201cconducts\u201d in young children), analysis of the practitioner role and strategies for teaching and planning. 2nd phase: practical training in the nursery; this phase aims to develop professional competences and was realised in collaboration with the Town Council of Bologna. 3rd phase. Thesis, self-evaluation and reflection. A several meetings with experts in the field are also organized. Results: approximately 200 students for year have supported the music examination. 25 students realised the music education practice in the nursery and wrote thesis about this topic. Some problem occurred during the passage from the course to the practice training in the nurseries. A methodological grid was then elaborated to help the students to link theory and practice. The project realised in the nurseries and the thesis show that the students achieved competencies concerning children musical development and some basic tools to observe children musical conducts; they learn to interact with children in musical way (mirroring, modelling, scaffolding), to plan practice experiences and basic research protocols, to reflect on and assess the project and their work. We are now carrying out an empirical study based on the questionnaire in order to analyse the social representations of music held by both the students and the practitioners. Videos will be show to discuss the procedure and the results

Research paper thumbnail of Amori sospirati e amoridisperati in commediaArie da La Locandieradi Pietro Auletta e daLa Finta Vedova diNicolò Conforto

Research paper thumbnail of Le "influenze stilistiche" di Claude Debussy su Manuel de Falla

Rivista Italiana Di Musicologia, Jan 30, 2014

Research paper thumbnail of The MoMu grid: Towards a complementary analysis of Movements and Musicelements during the interactions among toddlers

Research paper thumbnail of Manuel de Falla e Claude Debussy. Un caso di influenza stilistica

Research paper thumbnail of LINK-Learning In A New Key

Research paper thumbnail of The musical dimension of daily routines with under-four children during diaper change, bedtime and free-play

Routledge eBooks, Mar 4, 2021

This paper deals with an action research project currently being undertaken at the Faculty of Edu... more This paper deals with an action research project currently being undertaken at the Faculty of Education of the University of Bologna about the observation of musical making during the daily routines with under-four children, using the concept of "conduct" as opposed to "behaviour". The project involves university students, practitioners and young researchers and is coordinated by the author: the context of the project therefore is the university training of the students that will become practitioners at the nursery.

Research paper thumbnail of Storytelling with the MIROR-platform in the Italian inclusive school

Research paper thumbnail of L’educazione musicale negli anni Ottanta, un’epoca di cambiamenti

Research paper thumbnail of La presenza di Debussy nell'opera di Falla

Research paper thumbnail of The implicit conceptions of music among pupils in Italian SMIM

Research paper thumbnail of Musica e danza: formazione degli insegnanti e curricolo

Il saggio illustra alcuni aspetti della relazione tra musica e danza educativa. E' descritta ... more Il saggio illustra alcuni aspetti della relazione tra musica e danza educativa. E' descritta l\u2019esperienza, svolta presso la Facolt\ue0 di Scienze della Formazione dell\u2019Universit\ue0 di Bologna, nel corso di laurea in Scienze della Formazione primaria, del Laboratorio di Musica e Movimento, condotto dall'autrice insieme con Marina Maffioli, esperta di danza educativa. L'esperienza ha permesso di elaborare degli strumenti metodologici per la formazione musicale e motoria degli insegnanti. Il saggio si conclude con una breve descrizione dell'Ambito Musicale contenuto nella proposta di curricolo elaborata dalla D.E.S. \u2013 Danza Educazione e Scuola

Research paper thumbnail of Suonare con il MIROR-Impro: potenzialità inclusive nei sistemi interattivi riflessivi musicali

Research paper thumbnail of (Music) technology and children's social rights: Inclusiveness potentiality of the MIROR technologies in early childhood

This abstract deals with the problem of the relationship between technology and social rights in ... more This abstract deals with the problem of the relationship between technology and social rights in early childhood (music) education. In particular, we will present a particular type of technology, based on the paradigm of \u201creflexive interaction\u201d, implemented in MIROR-Musical Project Interaction Relying On Reflexion, which showd to be potentially an efficient device for a pedagogy of inclusion. The paradigm of reflexive interaction explores the idea of letting users manipulate virtual copies of themselves, through specifically designed machine-learning software referred to as reflexive interactive musical systems (IRMS). The mechanism of repetition and variation is at the heart of the reflexive paradigm: when the children play a keyboard and stop playing, the system answers by imitating the musical style of the children, as in a mirror. The \u201creflexivity\u201d also plays an important role in infant development and in the ontological fundamentals of human musicality (eg Cross, 2008; Dissanayake, 2000; Imberty, 2005; Malloch & Trevarthen, 2008 ; Mithen, 2005; Addessi, 2009). The following aspects make the paradigm of reflexive interaction and the reflexive technology potentially effective in the processes of inclusion and well-being: it enhances the development of the Self, gives the priority to the child, develops the collaborative playing. The experiments achieved so far have shown that the reflexivity can increase the infants\u2019 vocal esploration and production during the vocal interaction with adults, the emotional state of well-being and flow and the musical dialogue among children, as well as music skills. The studies also have shown that the reflexive tecnology can be a versatile device to enhance and stimulate the expressive behavior and communication in disability and rehabilitative context, in which it is important to encourage inclusiveness. Some examples of classroom activities with young children and the MIROR technologies will be presented. The data will be discussed on the basis of the contribution that reflexive technologies can give to the issue of the relationship between technology and social inclusion in early childhood

Research paper thumbnail of Sinergie: cognizione, tecnologia, apprendimento

Research paper thumbnail of Dialoghi riflessivi fra musica, movimento e tecnologia

Bononia University Press eBooks, 2015

Nel Capitolo 10, Marina Maffioli, Filomena Anelli e Anna Rita Addessi, propongono delle attivit\u... more Nel Capitolo 10, Marina Maffioli, Filomena Anelli e Anna Rita Addessi, propongono delle attivit\ue0 di improvvisazione da svolgere con l\u2019aiuto del MIROR-Impro sia con il suono sia con il movimento. Il capitolo quindi presenta una serie di suggerimenti per l\u2019insegnante per poter utilizzare il MIROR-Impro in maniera originale sia per l\u2019improvvisazione musicale sia per l\u2019improvvisazione motoria. Le attivit\ue0 sono pensate per bambini di 6-10 anni, ma con piccole varianti possono essere proposte anche a bambini pi\uf9 piccoli e possono essere svolte sia nella scuola pubblica, sia nelle scuole di danza, sia nelle scuole di musica nelle quali ci sia interesse a lavorare sul rapporto tra musica e movimento. Ogni attivit\ue0 prevede che vi sia un bambino che suona dialogando con il software MIROR-Impro e uno o pi\uf9 bambini che danzano o interpretano la musica ascoltata attraverso il movimento. La risposta con il movimento avviene sia durante la proposta musicale, sia durante la risposta \u201criflessiva\u201d del MIROR-Impro. Quindi, mentre normalmente nelle attivit\ue0 di danza \ue8 l\u2019adulto che suona il pianoforte guidando i bambini, l\u2019originalit\ue0 della proposta presentata in questo capitolo \ue8 che il movimento dei bambini \ue8 guidato, a turno, da uno degli altri bambini che suona la tastiera con il MIROR-Impro e dal sistema stesso. Le autrici discutono il rapporto tra suono e movimento alla luce del paradigma di interazione riflessiva e delle ricerche condotte nell\u2019ambito del progetto MIROR su musica e movimento, arrivando ad ipotizzare che quando i bambini si muovono o ballano ascoltando le risposte \u201criflessive\u201d del MIROR-Impro, si comporterebbero come specchi \u201cmotori\u201d della risposta musicale del sistema, aggiungendo in tal modo il canale motorio all\u2019interno dell'interazione bambino-macchina. Questo campo di studio, e la sua applicazione nelle scienze dell'educazione, \ue8 ancora in gran parte inesplorato, anche nell\u2019educazione musicale e nell\u2019educazione motoria. Le attivit\ue0 descritte favoriscono l\u2019apprendimento attraverso il collaborative learning, il problem solving e il gioco di ruoli, e sono proposte ai bambini attraverso dispositivi verbali e musicali che suggeriscono contesti immaginifici e simbolici all\u2019interno dei quali i bambini sono messi nelle condizioni di esplorare e creare suoni e movimenti originali

Research paper thumbnail of Sul concetto di influenza stilistica

Research paper thumbnail of Creative Practice and Reflexive Musical Interaction with an Adolescent with Autism

Routledge eBooks, May 17, 2021

Research paper thumbnail of Comporre musica contemporanea nella scuola di base: riflessioni su un’esperienza

Libreria musicale italiana eBooks, 2004

Il contributo si basa sul resoconto di un\u2019esperienza didattica svolta dal primo autore, comp... more Il contributo si basa sul resoconto di un\u2019esperienza didattica svolta dal primo autore, compositore di formazione, nell\u2019anno scolastico 1997-98. Si tratta di un progetto fondato sull\u2019ascolto di musica contemporanea e sulla composizione di brevi frammenti musicali da parte di alunni di una scuola media (\u201cGiacomo Leopardi\u201d di Trofarello, Torino). Dalla realizzazione dell\u2019esperienza sono scaturiti problemi ed interrogativi, approfonditi sulla scorta di letture tratte dall\u2019ambito della pedagogia musicale degli ultimi anni

Research paper thumbnail of Pedagogical perspectives of the Interactive Reflexive Musical Systems

Research paper thumbnail of A Model of Training Practitioner in Early Childhood Music Education

Background. The relationship between practice and research in early childhood music education has... more Background. The relationship between practice and research in early childhood music education has been one of the topics of the SIEM National Conference (Societ\ue0 Italiana per l\u2019Educazione musicale, Italian section of ISME - Modena (I), 10th March 2007), aiming to delineate the state of art of the early childhood musical experiences in Italy (0-3 years). This paper present the training practitioner model as realised at University of Bologna, where a triennial degree for practitioner has been launched. The most of students who attend this degree are not musicians. Aims: the aim is to develop a professional curriculum in music education based on 3 different kinds of competencies: the basic competences, that is the musical competences; the professional competences, concerning music learning and teaching; the general teaching competences: socio-psycho-educational competences, relationships abilities, research tools. Method: The musical curriculum is realised as follows: 1st phase: one course of 30 hours, aiming to develop basic and professional competences, by means music listening, analysis of the children music development, video observation (adult/infant interaction, musical \u201cconducts\u201d in young children), analysis of the practitioner role and strategies for teaching and planning. 2nd phase: practical training in the nursery; this phase aims to develop professional competences and was realised in collaboration with the Town Council of Bologna. 3rd phase. Thesis, self-evaluation and reflection. A several meetings with experts in the field are also organized. Results: approximately 200 students for year have supported the music examination. 25 students realised the music education practice in the nursery and wrote thesis about this topic. Some problem occurred during the passage from the course to the practice training in the nurseries. A methodological grid was then elaborated to help the students to link theory and practice. The project realised in the nurseries and the thesis show that the students achieved competencies concerning children musical development and some basic tools to observe children musical conducts; they learn to interact with children in musical way (mirroring, modelling, scaffolding), to plan practice experiences and basic research protocols, to reflect on and assess the project and their work. We are now carrying out an empirical study based on the questionnaire in order to analyse the social representations of music held by both the students and the practitioners. Videos will be show to discuss the procedure and the results

Research paper thumbnail of Amori sospirati e amoridisperati in commediaArie da La Locandieradi Pietro Auletta e daLa Finta Vedova diNicolò Conforto

Research paper thumbnail of Le "influenze stilistiche" di Claude Debussy su Manuel de Falla

Rivista Italiana Di Musicologia, Jan 30, 2014

Research paper thumbnail of The MoMu grid: Towards a complementary analysis of Movements and Musicelements during the interactions among toddlers

Research paper thumbnail of Music Knowledge and Social Representations: A research project on training music teachers

This paper deals with a research project currently being undertaken at the Faculty of Education, ... more This paper deals with a research project currently being undertaken at the Faculty of Education, University of Bologna, about the training of the university students studying to become music teachers. Studies on the music knowledge of music teachers have been based on different theories and methods: the theory of personal construct (Olsson 1997a/b), the theory of social construction (Hallam & Shaw 2002), the epistemological approach and the analysis of language (Kruger 1998), the theories of professional role identity (Bouji 1998; Ferrari 1994; Hargreaves et al. 2003). A new model to study the relationships between music knowledge and training music teachers is the Theory of Social Representations (Moscovici 1981; Mugny-Carugati 1989). The general hypothesis of the project is that "music knowledge" can be investigated as a social and psychological construction as described by the theory of Social Representations, as well as social music values (Baroni 1993, Bourdieu 1983) affecting music education and teaching practice. According to this perspective, music knowledge could have its development in the crossroads between different Social Representations of music. The main aim of this research project is to study the impact of the Social Representations of music on students studying to become music teachers