Writing musical autobiography: a course about education in listening to themselves.

Music intended as an open field of stimuli in response to which take shape emotions, personal experiences, scenes and fantasies (Della Casa, 1985) can be a promoter of writing for themselves therapeutic function, a writing dictated by the emotions, that is, a writing which becomes an instrument of thought, almost anticipating it and acting as a vehicle of explicitness of the implicit memory. Starting from these premises, the paper reconstructs an educational tour for students graduates in Psychology finalized, through autobiographical writing and listening, in bringing out and experience the connections between music, body, and cognitive processes, in particular the “projecting” potential that music offers in eliciting memories in a spontaneous way and in facilitating the drafting written (Strollo M.R., 2011). This educational experience provides us with a representation of the music no longer tied to an exclusively intellectual dimension, but linked to a “reparative” and “generative” aspect of the same one, long overlooked by music theorists and also from those who play an educational role – training. An experience that is not only characterized by a structural listening or focused on the formal aspects of the lyrics, but by a "sympathetic listening" (Ansaldi G., 1993), "existential" which is also a way to get closer to themselves and to others, to meet and to know . (Zanarini G., 133).