INCLUSIVE PRACTICES AND MUSIC EDUCATION: EDWIN GORDON’S THEORY

The musical experience in the past years was considered an auditory and relaxing break for the activity of the mind (Delfrati, 1989; Badolato & Scalfaro, 2013), afterwards music became an educational current, introduced in the programmatic educations in the national school system (MIUR, 2012; 2018; D.lgs. n. 60/2017) according to this the music have a great value to promote the development of the personal skills (MPI, 2007; UE, 2018) expected for all the students at the end of the first cycle of education. In the following work we are going to expound some kinds of trials about how the music education can be an effective tool and its related physical activity through by the administering of the Intermediate Measure of Music Audiation to a group of 23 kids, among them a child with SLD, attending the first year of secondary school. The test allow to carry out an “idiographic and normative analysis”: specifically it has been measured l’”Audiation” (Gordon, 2017), that shows the entire process that, evolving body and mind, allow the understanding of the music and the acquisition musical of skills and tools. The first results of this preliminary study make it possible to understand that «the true knowledge is you have when the information is embodied in the experience itself [...]» (Lotto, 2001, p. 28).