Formative value of choral singing in inclusive school practices of emotional alphabetization: Some operational guidelines for the preschool
Giuseppe Sellari
Introducing «emotional alphabetization» programmes in schools, which can also involve families, is an increasingly urgent need to make all the components of intra and interpersonal intelligence grow in young students. Since pre-school age, empathizing with the experiences of the other promotes the implementation of appropriate prosocial behavior, helps at regulating the flow of negative emotions, reducing aggressive manifestations towards comrades, promoting the communication and encouraging the acceptance of diversity. Voice is the sound element of the inner world and emotionality of each human being, and it is for this reason that choral singing activities, if proposed at school in an inclusive workshop dimension, can be one of the most involving expressive and educational experiences able to arouse deep emotions and significant feelings. The results of scientific research carried out in teams over the last ten years provide a series of operational indications, addressed to all school decision-makers, on inclusive practices of emotional literacy with music and singing.
Keywords
Choral singing, inclusive education, emotional education, empathy.