1. FORMATIVE MACRO-PROCESS – WELCOMING PROCESS
School leadership and all staff recognize that the meaning of the word “welcome” is not understood as a simple “welcome” greeting but as a process of integration into the school context in the most “helpful” way possible, i.e. offering concrete help with actions of willingness to listen, with actions to prevent discomfort and with well-defined and clear information actions.
Students, when approaching the “Music School Organization”, have the right to meet teachers who welcome them, inform them and guide them with respect, intelligence, and availability.
In this way «each student finds human warmth and friendliness, has the opportunity to be listened to and have adequate answers to their needs, feels an integral part of a system organized according to principles and rules that reflect democracy, legality, rights, duties, values». (Moncada S. 2016)
School Leadership, through the Operational Procedures and their related forms related to the Welcoming Process, declares, describes, and makes public its organizational model. (See Figure 1. Chapter 1. Welcoming Process – Documentation, and Procedures)
The Welcoming Process of the “Music School Organization” is:
■ a teacher’s way of being about the student;
■ a working method that can shape the whole organization, from spaces to relations with families;
■ the result of an educational project that requires intentionality, sharing and can
represent a key idea of artistic musical education;
■ a key moment for the integration of new students and consists of a few days of
specific activities, also during the school year, aimed at fostering integration, knowledge, getting along, and learning together;
■ the tool by which the “Music School Organization”, in a welcoming, identifying
and valuing all the contributions of individual students, including those with different cultures and abilities. The insertion of students into an unfamiliar school context is certainly a worrying moment. The “Music School Organization” teachers’ intervention aims to limit students’ uncertainties as much as possible, increasing interest, confidence, and serenity. School leadership distinguishes between objectives in:
■ General purposes:
■ Encouraging the inclusion of kindergarten students in the “Music School Organization”.
But also by students from other primary music schools.
Counteracting the phenomena of discomfort and early school leaving.
Fostering a willingness to learn to play musical instruments as best as possible.
But also encourage socialization through the formation of musical groups, including chamber music groups.
Observe any conflict and behavioral dynamics in the class.
■ Students’ Purposes:
Find a clean, safe and welcoming environment.
To know the spaces, structures, rules, and bodies of the “Music School Organization”
and their functions.
Presenting oneself. Expressing one’s emotions without hesitation or fear.
Initial acquaintance and socialization within the class.
Becoming aware of one’s capacity for openness towards others and the need
to build learning together.
■ Parents’ Purposes:
To know the educational and training project that the “Music School Organization”
proposes.
Cooperating with the “Music School Organization”.
Helping their children to acquire the new organizational methods.
■ Teacher’ Purposes:
Creating a calm climate conducive to communication.
Fostering socialization between students and the creation of class spirit.
To introduce the organizational model of the “Music School Organization”.
Present clearly and simply the rules to which the students will have to adhere and get used.

1.2 Welcoming students on exam days (Primary and Secondary Course)
The school leadership is aware that examination days for the Primary Course and also the Secondary Course are important days for the students. The uncertainty of being admitted to the School’s Music Courses is high and the disappointment of not proceeding can produce a disturbance in the student’s psychological state.
Students presenting themselves for the Primary Course Admission Test are accompanied by their parents. These days the School Leadership has made it necessary to organize the event in such a way as to avoid crowding, confusion, and unnecessary waiting. It has therefore prepared the Operating Procedure:
■ OP-03 WELCOME DAY OF THE ADMISSION AND FINAL EXAMINATIONS
It, therefore, prepared the Operating Procedure intending to help teachers to create a positive atmosphere during exam and admission days but also to avoid confusing situations and prevent students’ emotional difficulties when faced with new environments, people, and situations. It has decided to set up a classroom dedicated to waiting for the entrance exam for children in the first year of the Primary Course accompanied by their parents.
A trained teacher will be present to entertain and get to know the future young students while they wait. Setting up the examination rooms is the responsibility of the examining teachers, as is informing parents and students advance, in detail, of examining teachers, as informing parents and students in advance, in detail, of the examination program, but also trying to reduce the students’ emotional state as much as possible, creating a welcoming environment, seeking reassuring dialogue, removing doubts, apprehensions, suspicions, and fears.