THE BODY IS THE PROOF: EMBODIMENT AND MUSIC IN SPECIAL EDUCATION

Mauro Carboni

Abstract


This study explores bodily narratives as a shared learning path to understand human experiences, treating the body as a text that conveys life events, traumas, and social contexts. Drawing on Carlo Ginzburg's "clues paradigm," this approach highlights how small details can yield deep insights into the human condition. The research emphasizes the role of shared bodily sensations and emotional connections, noting that our interactions significantly influence our feelings. Central to this pedagogical inquiry is how shared bodily sensations and emotional connections shape our emotional landscapes. The study underscores the importance of motor activities and sensory experiences in everyday life, a notion particularly relevant in special education settings where listening and empathy play crucial roles. This aligns with Andrea Canevaro's advocacy for non-verbal communication and bodily expression as fundamental components of human interaction. Supporting this framework, research indicates that foundational rhythmic structures in children begin to develop around six months of age and mature by the age of three, revealing a close association with the development of motor skills. By employing observational methodologies informed by Piaget’s and Vygotsky’s theoretical contributions, the study illustrates the intricate interplay between motor activities and cognitive development. Furthermore, the exploration of rhythmic and melodic synchronization reveals its potential to enhance teamwork and foster community engagement. The findings illustrate the connections between auditory and kinesthetic learning, contributing to a nuanced understanding of educational processes and how auditory experiences influence mental imagery. Finally, the study discusses how lived bodily experiences enrich the dynamics of verbal communication, ultimately suggesting that reflecting on bodily awareness fosters deeper self-understanding and stronger interpersonal relationships.

Keywords


embodied resonance, mediated learning, special education, rhythmic and spatial awareness, mental imagery

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i8.7065

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