For 11 years now, we are living in Nuoro experience of high school musical thought by us to meet the needs of the school population of our province. Our curriculum, which is not very different from those currently proposed by the Reformation, took into account right from the start learning objectives towards the attainment of skills and competencies to be used in 'Higher Education. The previous assessment of skills, the analysis of attitudes and especially the knowledge of pupils and their real needs, has led over time to prefer the purely technical elements of musical training, more specifically educational aspects. We can better understand the reasons for this choice in light of a brief analysis of the situation of our land:
The Province of Nuoro, due to its geographical location in the heart of the island, for the bad road conditions and a difficult economic situation does not allow itself the realization of life projects which include forms of artistic and musical expression. The territory is poor in both public and private structures to support the study of the arts (there are some schools civic and No. 2 courses middle school musical, Nuoro and Macon), and the two Keepers of the region over 100 km away .
In such an environment for families has always been difficult, if not impossible, to think their own children to experience a high school student sent to a pre-professional musical path. Over the years of our experience, we have begun to move on three fronts:
1) To facilitate harmonious development of personality, skills and knowledge of children in directing their life plan.
2) recognize and encourage emerging talent by directing them to a path not only in the sense nell'AFAM executive-interpretation, but also speculation and research.
3) Ensure full integration of diversity is understood as the mental and physical disabilities, and as social problems or from other cultures.
(point 1) We believe that all the educational courses of secondary school degree can not, by their very nature Offer State, designed to be an elite level. Out of 130 pupils, a small part of wanting to spend too believes that post-diploma only to the music. The majority, in possession of attitudes and motivation, make other choices, and also consistent in harmony with the development of different personalities.
(paragraph 2): The care of the elite level is not totally ruled out but may find its effective application within the group level (for the collective teachings) and thanks to individual programs vary in teaching small groups (or tool solo singing).
(paragraph 3): In this regard we report our experience of integration of students with disabilities, in accordance with Law 104/92, in full respect of a long-established tradition in all addresses. The musical disciplines offer extensive opportunities for integration, for both the collaborative nature of the activities together, both the importance of education and rehabilitation of individual instrumental practice. He added that the massive presence of musical disciplines in our institution provides accommodations in the classroom open to many disabled students attending other addresses.
If our high school musical has grown in recent years, laying off 100 students, including 3 disabled, and currently has 7 classrooms, the reason is given by the positive response of an area in need of music to an open offer to the needs, respectful individual needs, ready to adjust, from time to time, situations. We are not teachers
minimalist: just put our skills to our students, do not work on paper, we deal with people and we know this.
Finally, two questions: high school musical-style elitist, reserved for expendable talent in the world of the concert is definitely not misled, even in the age of adolescence, by other interests, how many fourteen-year students could not find a regional level, but even National?
The reform reduces the variety of high schools offer training in these years, without submitting to any assessment of merit, six high schools: it is excessive to expect that at least these are present in every provincial capital? Or our children, to attend a high school only present in the regional capital, will go pension (assuming that families have the economic means and the confidence) as was the case up to forty years ago?
The Province of Nuoro, due to its geographical location in the heart of the island, for the bad road conditions and a difficult economic situation does not allow itself the realization of life projects which include forms of artistic and musical expression. The territory is poor in both public and private structures to support the study of the arts (there are some schools civic and No. 2 courses middle school musical, Nuoro and Macon), and the two Keepers of the region over 100 km away .
In such an environment for families has always been difficult, if not impossible, to think their own children to experience a high school student sent to a pre-professional musical path. Over the years of our experience, we have begun to move on three fronts:
1) To facilitate harmonious development of personality, skills and knowledge of children in directing their life plan.
2) recognize and encourage emerging talent by directing them to a path not only in the sense nell'AFAM executive-interpretation, but also speculation and research.
3) Ensure full integration of diversity is understood as the mental and physical disabilities, and as social problems or from other cultures.
(point 1) We believe that all the educational courses of secondary school degree can not, by their very nature Offer State, designed to be an elite level. Out of 130 pupils, a small part of wanting to spend too believes that post-diploma only to the music. The majority, in possession of attitudes and motivation, make other choices, and also consistent in harmony with the development of different personalities.
(paragraph 2): The care of the elite level is not totally ruled out but may find its effective application within the group level (for the collective teachings) and thanks to individual programs vary in teaching small groups (or tool solo singing).
(paragraph 3): In this regard we report our experience of integration of students with disabilities, in accordance with Law 104/92, in full respect of a long-established tradition in all addresses. The musical disciplines offer extensive opportunities for integration, for both the collaborative nature of the activities together, both the importance of education and rehabilitation of individual instrumental practice. He added that the massive presence of musical disciplines in our institution provides accommodations in the classroom open to many disabled students attending other addresses.
If our high school musical has grown in recent years, laying off 100 students, including 3 disabled, and currently has 7 classrooms, the reason is given by the positive response of an area in need of music to an open offer to the needs, respectful individual needs, ready to adjust, from time to time, situations. We are not teachers
minimalist: just put our skills to our students, do not work on paper, we deal with people and we know this.
Finally, two questions: high school musical-style elitist, reserved for expendable talent in the world of the concert is definitely not misled, even in the age of adolescence, by other interests, how many fourteen-year students could not find a regional level, but even National?
The reform reduces the variety of high schools offer training in these years, without submitting to any assessment of merit, six high schools: it is excessive to expect that at least these are present in every provincial capital? Or our children, to attend a high school only present in the regional capital, will go pension (assuming that families have the economic means and the confidence) as was the case up to forty years ago?
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