Didactic “Harmonies” in a Bioeducational Perspective

While singling out the dialogue between biology and culture as a privileged site where musical language can be read as “complex phenomenon”, this essay moves from a bioeducational perspective in order to analyze learning as a fundamentally adaptive process i.e. the result of a synergic pathway, permeated by inter-active dynamics that involve subjects in their inseparableness of mind, body and organism. he relationship body, sounds and action promotes original didactic musicalities, which, hinging on a bioeducational perspective of the teaching-learning process, represent a simplexity, as an accessible variation of the didactic action.