Author(s)
Mauro CARBONI
Abstract
Current research perspectives analyze cognitive functioning in music students with SLD through a linguistic and lexical framework in which the ability to encode and decode formalized sound information predominates, considering musical learning difficulties in terms of internal organization and processing. In reality, the objective dimension of musical learning implies a constant bodily activation whose primary purpose is to create meaning from the learning process itself. We are referring to forms of protomusical and protolinguistic behavior, somatic and affective foundations that constitute the neurocognitive sharing implicit in the enactive approach. In this work we address the theoretical and methodological presuppositions for an embodied and intersubjective music pedagogy, to understand actions, intentions and emotional dynamics as emergent cognition. Consequently, the study, teaching, and development of musical skills in students with SLD must be able to look beyond linguistic and lexical dysfunctions and organizational deficits.
Keywords: embodiment, enaction, music learning, specific learning disorders