Circle Singing as an Inclusive Interdisciplinary Practice: Assessing Musical and Linguistic Development Through Innovative Research Tools
DOI:
https://doi.org/10.7346/sird-1S2025-p179Keywords:
interdisciplinarity, Inclusive practices, assessment tools, linguistic competences, music laboratoryAbstract
This contribution presents a pedagogical practice of collective vocal improvisation—commonly referred to as circle singing—integrated with lyrics and excerpts from literary texts, and implemented within the framework of the inclusive music laboratory (Rizzo, 2021). The underlying hypothesis is that circle singing, conceived as an inclusive and interdisciplinary learning laboratory, may serve as an effective educational tool for fostering the development of both musical and linguistic competences. This potential is linked to the iterative repetition of selected words and phrases—drawn from poetic, musical, or narrative texts—through the application of the cut-up method (Burroughs, 1966). The laboratory will be introduced to students enrolled in selected Master's programmes within the Departments of Educational Sciences and DAMS at Roma Tre University. This study focuses specifically on the measurement tools that will be used to assess the impact of this practice on students’ musical and linguistic development. In particular, it presents in detail two instruments: the PROMS test (Profile of Music Perception Skills), designed to assess musical competences, and SpeechAce, a learning API (Application Programming Interface) used to evaluate spoken English and phonetic accuracy. Both tools will be employed in pre- and post-intervention assessments, with the aim of collecting and analysing data to support the validity and replicability of this inclusive, interdisciplinary music laboratory.
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Copyright (c) 2025 Giuseppe Pantano, Amalia Rizzo
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