Primary School and Music Education in Europe

Abstract

Taking into account the dimension of creativity, the intercultural and Interdisciplinary approach and the guiding idea of life long education, three modes of Approximation to the sound-musical fact indicative and indicative in the methodological plane. A first approach conceives music as a cultural asset, as an expression cultural culture more or less consolidated by a certain social group: the cultural good music contributes to giving a sense of belonging to a community, to maintaining the contours of the community personal and social identity and to give value and sense of cohesion to behaviors and attitudes, especially in the educational field. The musical language constitutes one of the most significant in which the universe of values and symbolic of a culture is substantiated, expression of a broader group of human relations, of a certain historical period (Rosati, 1990). At the same time, the pedagogical and educational relevance of music is a constant that has accompanied the history of societies as a demand for expression collective and cultural transmission, both oral and written, as a factor of cohesion of the social apparatus, or as a moment of personal formation.