THINKING OUTSIDE THE BOX WHEN MUSIC EDUCATION INTERSECTS WITH CREATIVE PROCESSES IN THE CONTEXT OF SPECIFIC LEARNING DISORDERS

Mauro Carboni

Abstract


This research explores how students with Specific Learning Disorders (SLD), such as dyslexia, engage in creative processes. It aims to change the common perception of dyslexia as primarily a limitation, highlighting instead the unique strengths and perspectives these students bring to their creativity. By showing their innovative capabilities, we provide a more balanced view that recognizes their potential beyond the challenges they face. The study aims to (i) elucidate the distinctive creative behaviors and innovative problem-solving abilities exhibited by neurodivergent musicians; (ii) underscore that students with dyslexia possess a notable capacity to synthesize ideas in unconventional ways, accompanied by profound emotional engagement and authenticity in their artistic expression; (iii) recognize the difficulties faced by students with SLD in managing complex musical scores and motor coordination. Ultimately, this empirical review critically assesses the effectiveness of interactive, self-directed teaching methodologies and advocates for personalized, multisensory instructional strategies.

Keywords


creativity, cognitive adaptation, music learning, specific learning disorders

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References


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