The expression "teaching music" refers to a very broad concept. You can educate to music: teaching a musical instrument and theoretical subjects (theory, solfeggio, history, harmony, composition), a habit in vogue from the Middle Ages to today, or you can educate with music: from the twentieth century onwards, we find a new way of teaching music, which joins the previous one, thanks to the birth of different methods of music teaching (Orff method, Kodaly, Dalcroze, Ward, Willems, Suzuki, etc.) which aim to develop the personality of the pupils and whose final purpose is the formation of man and citizen. Two different ways, therefore, of teaching music. The purpose of this special issue is to know how musical teachers plan their lessons and what type of approach they use, for a better and more profitable student learning. In other terms, what is their methodology. Its meaning is to involve scholars coming from all over the world, and thanks to their contributes, to obtain an overview of the different methodological approaches in music education adopted nowadays. To get various point of view about the teaching methodology, will allow to enrich the knowledge in the musical didactics and pedagogy field.

The subjects of this special issue include but are not limited to:

(1) Twentieth century music education methods

(2) Guided experiential method

(3) Inductive reasoning method

(4) Clil methodology

(5) Music resources on the internet

(6) History of music

(7) Musical listening

(8) Intuitive and traditional musical writing

(9) Rhythmic reading

(10) Sung solfeggio

(11) Choral and orchestra conducting

(12) Choral singing

(13) Playing in orchestra

(14) Musical instruments

(15) Emotions and music

(16) Set to music a poetic text

(17) Vocal or instrumental improvisation

(18) Description of the events of nature with sounds

(19) Composition