Welcome to the portal for Music education Lab.

Browse through best practices carried out in the classroom.

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School sections
Pre-primary
Primary
Lower secondary school
Upper secondary school
Educational subjects
Choir
Instrumental practice
Music, Rhythm and movement
Aural skills (Ear training)
Composition
Theatre/music
soundscapes
Music and technologies
Vocalism
Music and…
COMPETENCY - Listening
Sound perception
Interpretation
Analysis
Comprehension
COMPETENCY - Production
Execution
Improvisation
Composition
COMPETENCY - Reading and Writing
Use of unconventional analogic music notation
Use of conventional analogic music notation

Number of best practices found for selection: 0
giuliana gabrielli
The path was dedicated to separate waste collection with the aim to recycle and recover different...
antonio buldini
The project proposed was an experience aimed at the re-listening of sounds in nature and at their...
irene mercone
“Music and civilizations. A cultural encounter at school” was a project addressed to the...
cecilia panichelli
“The music of peoples” is the title of a musical education project realized at a primary school....
fabio alberti
The project originated from the need to translate the provisions of Ministerial Decree 08/11 into...
teresa pellegrino
The aim of the Starting to Write Music project was to achieve the primary school’s goal, namely,...
rita nuti
Why do we need a choir in every school? The school choir is the public face of an institution, is...
carmelina sorace
This proposal originated from the desire to develop critical thinking in the students on the...
leo izzo
The educational path is dedicated to the polyphonic music of the early sixteenth century and...
enrico strobino
Rhythmic games with hands are all those games including different types of clapping, between two...
carmelina sorace
“Being able to listen properly is the starting point to live according to the principle of good”...
leo izzo
The educational path focuses on Igor Stravinsky's “The Rite of Spring” and is divided into two...

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