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.

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

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. 

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 

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