Philosophy

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TEACHING PHILOSOPHY

“Education is not the filling of barrels, but the lighting of flames” Heraclitus

 

What distinguishes Francesca Canali, apart from her professional qualifications, is her multifaceted, communicative and warm personality and her contagious enthusiasm for music, people, and teaching.

For Francesca teaching is an authentic passion that stems from the joy of sharing her love of music and her knowledge andexperience with her students, and above all from the desire to foster in them enthusiasm and passion as well as musical sensitivity, creativity and intellectual and artistic curiosity!

Music education project in Mosambique

She is firmly convinced that art and music are the heritage and right of every human being, and that therefore in everyone there is an artistic and musical potential that can be ignited. She views music education and pedagogy as the art of drawing out the Artistic and Musical from every person, as well as, of course, stimulating and enhancing their talents.

Her teaching benefits from all her diverse musical and pedagogical experiences, skills and interdisciplinary insights gained from the many areas of her interests, studies and seminars: she particularly aims at a holistic, open, joyful and gratifying approach to flute-teaching, which is based on current and well-grounded artistic, pedagogical and scientific knowledge.


EDUCATION TO,  WITH,  THROUGH  MUSIC

“The mind cannot open if the heart has not been opened first” Umberto Galimberti 

Music education project in Colombia

As the word itself etymologically indicates, to educate derives from the Latin ex-ducere, that means to draw out, to bring to light.

In this sense, teaching for Francesca Canali is a two-way teacher-learner maieutic process and means first of all recognizing, activating and supporting the whole individuality, strengths and potentialities of the student, in order to let her/him expand her/his technical and musical-artistic skills in parallel with the development of her/his individual personality, feelings and perceptions (teaching as opening possibilities).

From the very beginning of learning an instrument therefore not only WHAT one learns, but also HOW one learns is essential for the artistic development of the student’s personality and her/his psycho-physical well-being.

Children’s flute orchestra in Austria

In the same way, also the possibility and especially the quality of many concrete musical experiences play an absolutely fundamental role. The more strictly artistic aspect cannot and must not be separated from the pedagogical one and vice-versa.

Music education is therefore always educating to play music in parallel with an education with and through music, in a process that involves the whole person (both teacher and pupil) and indirectly influences the development of the whole personality of the pupil.


„TEACH  AS  ARTFULLY  AS  YOU  PERFORM“[1]

„Art happens outside of what you already know. Artistic experience expands your sense of the way the world is or might be. A teaching artist is a practicing artist whose teaching is a part of that practice. “ Eric Booth

Rehearsal with Vozes youth orchestra in Barcelona

Being an artist and being a teacher are both inseparable and complementary aspects of Francesca Canali’s being: she considers teaching music a kind of art that, like any other, requires creativity, sensitivity, passion, critical and reflective thinking, competence and dedication.

It is necessary to plant the ‘seeds’ of an art from the very beginning of musical training so that the musical sensitivity, personality, and artistic potential of the learner can flourish over time: instrumental music pedagogy must therefore be always artistic in the sense of being able to motivate and inspire the pupil through a qualitative and artistically inspiring experience of sound and playing music.

In that sense the ideal that inspires Francesca Canali as a pedagogue is that of the teaching-artist in the double meaning of artist-teacher (artist who teaches) and artist of teaching.


EMPOWERMENT

Music education project a Rioacha, Guajira – Colombia

“People seek happiness in making music. Every motive that leads people to make music can be interpreted as a striving for the experience of happiness.” – Ulrich Mahlert

Music education and in particular playing an instrument is more than just the ,simple’ acquisition of artistic and instrumental technical skills and competences. Every musical progress is in fact always the result of a positive alliance between emotions, feelings, body awareness, and understanding.

Therefore, learning to play an instrument is a unique opportunity for the holistic development of the individual’s personality, creativity and sensitivity and a wonderful, although complex, path to knowledge and personal growth: it becomes a chance to broaden one’s personal field of possibility!

That is why music teaching also has the potential to act as a kind of personal and social empowerment of people and is in a certain sense a privileged and a special art: “The art of making other people powerful!”[2]).


AIMS

After a Diploma exam

The aims of Francesca Canali as a pedagogue are to enhance and encourage the development of each student’s individual talent and personality and to assist them in bringing out their individual artisticity, understood as creativity, passion, stage-presence, musical understanding, and sensitivity.

Therefore, in addition to the development of musical, technical and artistic skills, it is a priority in her teaching to cultivate and support all those personal and social skills of the students that contribute to their development of a communicative, personal, creative and expressive quality of playing.

She encourages and promotes autonomy, sensitivity, self-esteem, creativity, cooperation, critical thinking, and personal reflection in her students and actively supports an open and collegial attitude among the students in her class, which, in her opinion, is fundamental for a personal and progressive path of self-discovery and of one’s own artistic and musical potential.