2008/08/27 by Erica Bisesi, Marisa Michelini, Bisesi, Erica +1
Arts and Humanities · Computer Science · Physics and Astronomy · Social Sciences · #Diverse Music Education Insights #Educational Research and Pedagogy #FOS: Physical sciences #Physics Education (physics.ed-ph) #Physics and Society (physics.soc-ph) #Science Education and Pedagogy #physics.ed-ph #physics.soc-ph
paper · pdf · doi:10.48550/arxiv.0808.3695
12 pages with 5 figures. Submitted for publication in Physics Curriculum Design, Development and Validation - GIREP 2008 book of selected papers, 2008
arxiv created 2008/08/27 · openalex publication_date 2008/08/27 · arxiv updated 2009/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Sound is a preferred context to build foundations on wave phenomena, one of the most important disciplinary referents in physics. It is also one of the best-set frameworks to achieve transversality, overcoming scholastic level and activating emotional aspects which are naturally connected with every day life, as well as with music and perception. Looking at sound and music by a transversal perspective - a border-line approach between science and art, is the adopted statement for a teaching proposal using meta-cognition as a strategy in scientific education. This work analyzes curricular proposals on musical acoustics, planned by prospective secondary-school teachers in the framework of a Formative Intervention Module answering the expectation of making more effective teaching scientific subjects by improving creative capabilities, as well as leading to build logical and scientific categorizations able to consciously discipline artistic activity in music students. With this aim, a particular emphasis is given to those concepts - like sound parameters and structural elements of a musical piece, which are best fitted to be addressed on a transversal perspective, involving simultaneously physics, psychophysics and music.