Hi, as promised back on the problem
High School Musical.
I read the various interventions, and went to look at the model reported by Peter.
Among the interventions that I drew the attention of Daniel, who first made a long excursus assumptions indicating the preferred (in order, inter alia, to agree with me) and then, however, has rightly asked whether the conditions exist to make those assumptions.
I would like to clarify that my speech is within the scope of the possible and the desirable.
cha I have no doubt it would be the inclusion of music education in all schools and levels, but I also know that at this moment not only is not expected this, but the model Gelmini Reform provides for its total abolition in higher, even in the former colleges.
So when I refer to the Liceo Musicale not suggesting that I would love to but that it deems appropriate and feasible in the present situation.
I think the layout of the Reform of Higher is broadly outlined, I do not like, but apart from some minor adjustments (at least that many are turning to introduce music in high schools, see the appeal in respect of the Forum for Music Education), there is no large maneuvering space.
On condition that this minister and this government remain in office. I hope I did not, but frankly I see no big news on the horizon.
those circumstances, the Music High School is one of the addresses provided by the reform and their system seems satisfactory. I also think it is fair to predict that the area of \u200b\u200bdisciplines to address is basically equal to that of other high schools, one can quibble about whether or than a few hours, and much remains to be done on the front regulated directions. See in particular the recruitment of staff (front on which much remains to be done not only and not for establishing the titles of access, but most of all to define the mode of organ formation, which give flexibility to the model especially for smaller instruments, as expected in the organic law by teaching how to make stable and flexible allocation of staff instead of fact, and the clearer definition of the framework for the implementation and interpretation which is essential to clarify the application methods of teaching instrumental and the ratio of pupils per teacher in relation individual instruments).
I would suggest that would be more appropriate to concentrate our attention on those aspects that are not yet defined because it seems clear that the address is still a high school musical will be a course, or more hopefully, within an institution which will also have other addresses. The question is whether we believe that the system is as outlined in the draft regulation is to be thrown away, but knowing that this means postponing for many years down the start of the Liceo Musicale, or try to intervene to improve the aspects I have highlighted. For obvious financial issues, from the instrumental part on the teaching, because the material is theoretical training to be conducted in class seems beyond dispute.
Among other things I would say that with the application of the model with 12 hours of address and a substantial presence of instrumental (4 hours) would be cleared out the field from the possible confusion with school projects and also forms may herald the Conservative secondarizzazione through conventions that tend to push back through the window twice the course of study that many have experienced while attending a secondary and the Conservatives.
course is only an opinion and I understand that others may think otherwise.
time but now and soon and we will soon have the opportunity to see how it will end.
soon,
Cyrus.
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