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"Method Scilla"
The traditional didactic mediates knowledge of music and instrumental performance through the linguistic - cognitive aspect for which the [grapheme - phoneme - word - meaning] schema applies. By verbally decoding the sign, the semantic memory of the explicit system is activated. Since the decoding of the grapheme into a phoneme and vice versa is deficient in dyslexic children, this creates problems in both reading and performance. This also creates problems in normally reading children by lowering reaction times and lengthening assimilation times.
The music, however, is a set of sounds that have a certain pitch and duration, so they cannot be treated as 'words' and cannot be taught as such. This is because the note written on the staff is not primarily a phoneme but is a sign that indicates and evokes a precise frequency with a certain duration. His key of reading, therefore, is to bring to light, in sound memory, the same note with that frequency and duration.
Whereas musical theory, namely the knowledge that explains the meaning of the written sign, is the knowledge that refers to the semantic memory of the explicit system and has access codes compatible with this type of knowledge. Music, which is the art of sounds, i.e. the knowledge that produces sound, whether vocal or instrumental does not matter, is a knowledge that refers to the implicit system of procedural memory that is primary in the action of performing the music written on the staff.
This is feasible because in my method the learning process of playing the violin is not a process of acquiring an action external to us but a process of retrieving an internal act that is already part of our knowledge but is not conscious.
For further information about the "Method Scilla” , please contact: info@dsaviolino.com
For further information on my activity of music’s composer, please contact: www.scillasimona.com or info@scillasimona.com
Osvaldo and Simona Scilla
"Method Scilla"