Abstract
This paper explores the relationship between art practice and dialogic forms of education. Drawing on theoretical framework and interviews with selected artists and stakeholders, the text examines these practitioners’ constructions of art practice and the perceptions of how they engage with learners. The reflections illuminate the opportunities afforded by artist-led teaching and learning, whilst drawing attention to some of the future challenges. The author introduces the concept of Community Arts and Music, as scientific discipline rooted in its practical origins, to the Italian artistical learning scene, engaging to provide information on the current situation of CM and to be descriptive as to the characteristics and different contexts. The model serves to help place art and music-making in the hands and voices of everyone by creating equal opportunities for people to enjoy active and creative participation in music and in the arts. The learning approach involves different groups of children, adults, young people, refugees and ethnic communities as well as other minority groups: recent research delivered strong and consistent evidence to suggest that group arts and music making is a powerful personal and social health promotion activity.