This article describes the collective experiences of the four composers at Edison Studio, who have recently been working on the soundtracks for two silent movies -four artists involved in the same discipline, working with the same skills and in the same roles. It describes their composition methods, ways in which problems are resolved, the new awareness and understanding they have acquired and the results of work created out of a re-evaluation of individual ways of operating, that seeks to bring together and strengthen the common ground between them.

The authors describe various experiences regarding the use of sonic materials from local musical cultures and soundscapes in the field of electroacoustic music as applied to the creative documentary. The introduction concentrates on the general characteristics of the process of ‘globalisation’ now underway and on the various different interpretations of it that have been developed over the last fifteen years.A number of methodological and ethical questions are then asked in relation to the debate regarding the global/local dichotomy in the context of electroacoustic and audiovisual elaboration, especially when phonic material originating from the most varied geographic-cultural areas is artistically restructured and reconfigured.In the third part of the article the accent is placed on the personal experiences of the authors regarding the production of pieces of electroacoustic music and documentaries realised in Morocco, China and Lapland.In the last section the article concentrates on a possible diachronic perspective (i.e. studying a phenomenon in its passage through time) by means of which one can come to a relationship with soundscape sounds, and some sonic and visual examples from works realised in Catania and London are supplied.

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This article arises from the need to reflect upon the possibility of developing new ways of teaching electroacoustic music, based on the opportunities recently offered by technology and the theories about learning that have been developed in recent decades. After taking into consideration the limits of the current teaching methods, the article examines various theories and approaches that involve questioning the objectivity of the learning process, the concept of multiple intelligences, the concentration on the experience as the focal point of learning and so forth. On the basis of these reflections, and after evaluating various teaching experiences over the past twenty years, the authors make some practical proposals, without imagining a curriculum, but rather by outlining several possible activities within an organic teaching project. To this end, a software program is described and realised in which the learner is engaged through the use of an interactive game format that can be played by the individual or in a group, and that encourages the development of the capacities of analysis, perception, practical skill, knowledge, imagination and creativity.