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PBL can be considered a teaching methodology that promotes the eight key competences for lifelong learning presented in the Recommendation of the European Parliament and of the Council of 18/12/2006.

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                     A SIGNIFICATIVE QUOTE FOR PBL

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                     A SIGNIFICATIVE QUOTE FOR PBL

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                                                                  MY PBL PROJECT

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                                                                  MY PBL PROJECT

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My project is directed to a class 3 of Italian secondary school. The main objective is to promote the effective understanding of the classification system of the tools developed in 1914 by scholars Hornbostel and Sachs through the construction of musical instruments that emphasize the physical principles by which the sounds are produced in musical instruments belonging to different categories. Specifically, the project will lead to the construction of two musical instruments: a harp, and a pan flute to make it clear to the students what are the similarities and differences between these instruments belonging respectively to the category of chordophones and aerophones. The driving question reference is precisely "what are the similarities and differences that we find between a harp and a pan flute?".

Students, divided into two large groups, must provide for the construction of the instruments in question trying to use recycled materials and to identify the similarity between the two musical instruments, namely, that in short rope and barrel corresponds sound serious and barreled and long matches pitched sound rope. At the same time they will be taken to identify the difference way of producing sound in the two tools (vibration of the strings in the harp, and vibration of the air in the pan flute).

Students in the course of realization of the products will be supervised by the teacher who does not interfere in the conduct of the work except to make some suggestions. Pupils will be encouraged and supported in their collaborative work and will have as their goal the opportunity to actually play the instruments made. Inevitably they will be brought to sharpen the ear and to reason to create strings or pipes perfectly tuned.

Costruzione cetra, video by Andrea Strappa

https://www.youtube.com/watch?v=4l16EgnG8dY
Costruzione flauto di pan, video by Andrea Strappa

https://www.youtube.com/watch?v=YwmmGA5Epmo

MY LEARNING DESIGN
https://v.gd/ec9N16

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MY REFLECTIONS
In Italy the assessment is regulated by Presidential Decree 122/2009. In this regulation is asserted that the assessment relates to the process of learning, behavior and overall school performance.

Teacher can detect the approach to the learning objectives, not necessarily with rigid test as long as he periodically provided to expresses a value judgment on the student.

Teacher does not evaluate the performance but the processes implemented by the students to perform a given task, then in this way the assessment ensures maximum success of pupils with Special Edicational Needs in the perspective of inclusiveness.

At school I never worked for projects and/or in collaboration with others people, and so I never experienced the peer evaluation process. By means what I saw in the videos offered and activity of this same course on PBL I believe that peer review is very formative because each student improves in his work thanks to advice of other students that doing the same activities and that requires be helped to improve continuously at the same time.

A kind of quick-check similar to the one explained in the video, it was proposed me during a refresher course for teachers about the flipped classroom methodology.

This quick-check forsee that pupils are provided with 3 colored cards replicating colors of traffic-lights (green, yellow and red).

During the activities, teacher can monitor performance and understanding of his pupils through these colored cards:

Green corresponds to a good understanding: pupils are performing the task without problems;

Yellow corresponds to an uncertain understanding: pupils proceed in the activity with difficulty

Red is equivalent to thumb down of quick-check proposal in the video: students did not understand the activities.

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MODULE 3. Developing student-driven activities for PBL

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MODULE 3. Developing student-driven activities for PBL

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MY REFLECTIONS
I found myself in this situation 3-4 years ago. In these years I was perennially anxious because of my insecurity. This insecurity didn't permit me to pass music exams with quiet. From that moment my only objective was to exceed my all expectations for reaching of brilliant results.

A well-known Italian saying goes " you learn by your mistakes" That statement explains us how the most successful of an individual is not to never fail but is its ability to get up after every fall. The errors must therefore be transformed into constructive moments that allow you to take new roads or find new strategies to reach the goals set; in this way the subject becomes aware of his limitations and his own potential and can develop metacognition.

A teacher can have a negative impact on the sense of self-efficacy of students and thereby inhibit the development of resilience when he shows his disappointment and continually criticizes the work of their students. They will inevitably tend to consider themselves incapable and inadequate to the problems they have before, and because they will not feel motivated and adequately stimulated, they will not try to do their best to resolve it.

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MODULE 2: Developing effective collaboration for PBL

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MODULE 2: Developing effective collaboration for PBL

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MY REFLECTIONS
Generally my students work together when they have to submit several voices songs and they should absolutely work with others to play songs in correctly way. Also my students work together in peer tutoring activities that I use to recover pupils in difficulty.

Building a class group for promoting positive, it presupposes create a context in which you have a common goal to be pursued.

In the school where I worked this year, about my school subjet, there were not activated collaborations with external organizations.

A website that could be used by teacher to communicate with his students belonging to a workgroup is Fidenia; it is a social learning which incorporates the Facebook settings and adapts it to the needs of the school.

https://www.fidenia.com/

I chose this imagine because it perfectly represents the collaboration between students: all of them working together to achieve a common intent.

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MY REFLECTIONS

PBL is a very interesting teaching method and it is functional to the prospect of life long learning.
My question is this: how can I apply PBL to music teaching and, especially, to listening and analysis of musical works?

In Italian classrooms they are not prepared to let the students work in groups and, in some cases, are the same students not to want to work in a team. In Italy, the evaluation system could well adapt to a work PBL since it must take into account the learning objectives that can be achieved through countless strategies so that all students can learn according to their own abilities and their own cognitive style.

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Hi, I'm an italian Music Education teacher. This is my first year of teaching in a middle school and I am very interested in understanding what are the most important teaching methods.