Abstract:

A theory is that the music education serves the consequences of a mechanistic idea of knowledge, thought as a process of representation and interiorisation of a given reality, and of a learning conception as a progressive acquisition, linear and cumulative, of single pieces of this reality.I support and propose this research as a feasible change of paradigm, centred on the reflection of a signification of the music language and on the music education itself.

This research proposes a “circular” educational model, centred on “composition” and “production” in order to teach how to develop a music language. Educating to creativity in a “knowledge society” means to raise aware students who know that in order to apply a proper problem solving they need to “learning to learn”, making hypothesis, asking questions to themselves and to others, decomposing an issue and look for pieces of information as reliable and complete as possible in order to re build all the angles of a situation, being a team player, avoiding rushed conclusions and early opinions, making decisions upon gathered data, changing, if necessary, their initial idea.

Keywords:

Innovation, music pedagogy, composition, creativity, music language