The Music Breakdown is an innovative and highly effective approach for tackling complex pieces that exceed the technical and interpretative abilities of the student.

The strategy behind this process is to deconstruct a piece of music into simpler and more manageable modules, so that the student does not feel overwhelmed by the technical difficulty of the entire piece but can focus on specific sections that can be tackled individually and progressively improved.

Here’s how it works in detail:

1. Deconstruction into modules: The musical piece is divided into small sections or phrases containing specific technical passages to be practiced separately. This process allows for the identification of specific difficulties in the piece, such as fast passages, complex arpeggios, hand position changes, or unusual notes, isolating each of these elements to make learning easier.
2. Targeted technical exercises: Once a passage or module of the piece has been identified, the teacher can design specific exercises to train the necessary technique. For example, if a passage requires high speed and precise hand independence, the exercise could focus on speed, accuracy, and finger control, without the pressure of having to perform the entire piece.
3. Gradual progression: This approach avoids the risk of frustration and inhibition that often occurs when a student faces a musically complex and technically challenging piece. The teacher guides the student step by step, addressing technical difficulties incrementally, with exercises starting at a simpler level and evolving into something more advanced as technique improves.
4. Consolidation of technique: The Music Breakdown doesn’t just separate the piece into modules but also stimulates a deep understanding of how each part of the piece contributes to the final result. This leads students to focus on technical quality rather than speed or mechanical "memorization" of a piece. Technique is perfected piece by piece until the entire piece can be played with naturalness and fluidity.
5. Autonomy and confidence: This approach, in addition to improving technique, also helps the student develop greater autonomy in tackling complex musical pieces. Over time, the student learns to independently identify the difficulties of a piece and break them down into more manageable modules, creating a solid skill base to approach any musical piece with confidence.
6. Avoiding inhibition: The core of this method is its ability to reduce performance anxiety. When a student understands that a complex piece doesn’t need to be tackled all at once, but in smaller, manageable sections, their confidence grows, and their perception of difficulty diminishes. Music becomes a game to discover rather than an insurmountable obstacle.
7.  In conclusion, the Music Breakdown is a highly effective pedagogical approach that makes learning music smoother and more accessible. The student never feels overwhelmed but instead approaches music with a growing sense of control, gradually learning to master the techniques required to handle complex pieces in a natural way.

Tempo and Rhythm

Pulsation, rhythm, and the perception of time are not abstract concepts; they must be physically experienced in order to be truly understood and internalized by the student. This physical approach is essential for translating theory into practice, allowing the student to develop a natural, bodily connection with rhythm.

When teaching a student, physical movement becomes the primary channel for experiencing music. For example, using the body to mark the pulse, doing motor coordination exercises related to rhythm, or even dancing and moving according to the beats helps create a "muscle memory" that will support the later intellectual and analytical understanding of the music itself.

Furthermore, physical movement stimulates the perception of time in a concrete way, as the body experiences time through the heartbeat, coordination, and rhythmic movement. Therefore, when teaching the performative aspect of music, it is useful to start from the body and direct experiences of movement before progressing to the more complex technical and interpretative aspects.

As a result, piano exercises are always preceded by exercises in counting and psychomotor coordination related to the time and rhythmic structures of the piece in question.

Solfeggio

The knowledge of the notes that make up the scale forms the starting point of the Music Breakdown. Rather than focusing exclusively on theoretical solfeggio exercises—something that could be revisited later if necessary—the exercises are designed to associate each sound with the corresponding note and, consequently, to learn intervals. The student should always vocalize the note they are playing.

The use of the Italian nomenclature for the notes and the Anglo-Saxon system for chords is a practical choice that supports the transfer of concepts across different musical contexts. The innovation of the proposed approach lies in moving away from traditional theoretical music theory to focus on the direct association between sound and note. This method, which encourages the student to "feel" and identify the notes as they play, fosters a more immediate and organic understanding of music.

The vocal association between sound and note is fundamental because it strengthens the auditory-musical memory and helps the student develop relative pitch, a skill that is often key to improving musical interpretation and music reading abilities. Repeatedly vocalizing the identification of notes while playing not only makes the learning process more dynamic but also creates a connection between theory and practice.

Additionally, the fact that the approach starts with learning intervals is another strength. Intervals form the basis of any melody and harmony, and their correct perception is essential for any musician. Ensuring that the student recognizes intervals before focusing on solfeggio or more complex techniques builds a solid foundation of musical awareness.

ERGO SUM

The Music Breakdown Method is part of a research project called ERGO SUM, conducted by musician Stefano Vagnine and neuropsychiatrist Luigi Maria Bianchini. This research aims to rediscover music in its therapeutic dimension as a profound experience. The application of the research results in the educational field has led to the development of the so-called DML (Deep Music Learning).

The concept behind Deep Music Learning (DML) is truly fascinating and aligns well with the principles of neuroplasticity and personalized learning. The core idea of DML is to activate and balance the neurological processes related to music, starting from the student's innate processes while also stimulating those that are less active or developed.

Here’s how this translates into a practical approach:

1. Activation of innate processes: Every individual has a certain degree of neurological predisposition towards music, which can vary based on genetic factors, past experiences, and individual abilities. For example, some people might have a greater sensitivity to rhythm, while others might be more intuitive in recognizing melodies. Deep Music Learning is based on identifying and activating these natural talents and predispositions, leveraging the strengths already present in the student's brain. This approach creates a solid foundation on which further skills can be built.
2. Stimulation of less active processes: The true potential of DML emerges in the attempt to stimulate brain areas that are less developed or less active but may be crucial for a deeper musical understanding. For instance, if a student has good rhythmic perception but struggles to recognize the harmonic structure of a piece, DML uses techniques to "wake up" these less active areas and promote more balanced learning. Practices like active listening, musical analysis, or improvisation challenge and stimulate these areas, activating new neural circuits that foster greater musical competence.
3. Equalization of neurological processes: The ultimate goal of DML is to create a balance between the various brain areas involved in music learning. In other words, the aim is to refine every aspect of the musical process (from rhythm to melody, from harmony to music reading) so that the student develops a more comprehensive and fluid understanding. This personalized and dynamic approach allows the student to tackle music holistically, preventing certain skills from remaining "underdeveloped" or neglected, while others are overly emphasized.

Tools and techniques that could be used in an approach like Deep Music Learning include:

• Active listening exercises to refine the perception of subtle details, such as timbre nuances and rhythmic variations.
• Musical improvisation to stimulate creativity and the connection between different brain areas, helping the student explore new forms of musical expression.
• Visualization and movement techniques to integrate physical and cognitive aspects into musical learning, enhancing motor coordination and muscle memory.
• Personalized and adaptive feedback that allows monitoring of progress in real time and adjustment of the approach based on the individual needs of the student.

In summary, Deep Music Learning is not just a teaching method, but a journey aimed at reorganizing and stimulating neurological activity through a highly individualized musical process. This dynamic approach not only promotes a deeper musical learning experience but also fosters a neurological balance that helps the student develop all the cognitive, emotional, and motor areas related to music.