Use art
beyond art

Against stress
and burnout

Even if you don’t have time

Even if you think you are out of age

Even if you don’t have talent

Even if you have another job

Even if you have no previous knowledge or skills

Even if you don’t want to be an artist


  • They want to know if you are talented and age appropriate
  • They ask you to spend many hours a day in commitment
  • The only method is “do it again as long as you are good at it”
  • You are not given in-depth technical skills
  • You are not given the knowledge useful to exercise your art


  • You fail to communicate as you would like to
  • You can’t achieve your goals or the goals required
  • You can’t always solve problems as you would like to
  • You experience problems managing a team or fitting into a team
  • You see less and less empathy among people


  • Your productivity drops and your work suffers
  • Your personal life is severely affected
  • You also experience some health problems
  • Your relationships with people deteriorate
  • You lose empathy and can slip into burnout

NeuralLearning ©

The first specific method for studying, teaching, and using arts


Maybe you would like to learn an art, or maybe you have tried. And, probably, you’ve heard about so many issues related to studying and succeeding in the arts, and you’ve also heard about the need to devote so much time to it and to keep redoing and redoing.

Yet, in order to properly learn the arts (and not only arts, actually), the first important thing is not to redo and redo, repeat and repeat, again and again, for dozens or hundreds of times, hoping that, sooner or later, what we are doing will -magically- succeed or “come to us”.

The correct actions to take in order to learn an art are others such as, for example, learning the techniques proper to the art we are studying, learning the cultural and multidisciplinary knowledge that enables us to have all the useful tools for our art, having a basis in communication to make our art achieve the correct goals toward our audience, having creative, critical and analytical skills, and so on.

And, above all, what we need to do is to study our art in a way which is “pro-brain,” that is, using a method in line with our natural learning.

For these and other reasons I created the NeuralLearning © method, a unique and comprehensive method designed specifically for arts study that, based on the workings of our brains and our learning, allows us to learn all the techniques and knowledge fundamental to mastering and practicing an art in a fruitful and relatively quick way, and especially without the problems we often encounter with the systems normally proposed and used.


We all desire a positive, relaxed, conductive, proactive and, above all, productive work environment. And, since the latter goal is often the priority one, how do we act to achieve it? We push and pull, stress and strain ourselves and our co-workers, work harder and harder, specialize more and more, and think less and less about ourselves and other people by putting the work itself first. Yet, this action only makes the situation worse, and moves us further away from our goals.

And instead, before anything else, to get a work environment the way we want it and to get the most out of the work itself, out of us, and out of each of our employees, it is necessary for people to be in harmony with themselves and with each other, to know how to communicate properly, to know how to manage their work and their environment, to know how to achieve the correct goals, and to have all those skills -so much in demand today- that complement the work and that are called soft skills.

And it is precisely art, and its use through the correct method, that can form these soft skills in any practitioner. In fact, since the 1970s, thanks to scientific studies in the medical field, it has been discovered how art, whether enjoyed or practiced, can be of enormous help not only therapeutically but also educationally, and it has also been discovered how the arts are a very powerful tool for achieving and obtaining precisely the soft skills.

Therefore, by combining the arts, and their proper learning and teaching, and a method that, through knowledge of brain and learning functioning, allows them to be used in a way aimed at obtaining goals beyond the arts, and this is how we can obtain all the soft skills needed to improve our working and personal lives.

For these reasons, my NeuralLearning © method is the solution to train today’s most in-demand soft skills, solving a large part of the problems present in interpersonal, work and productive relationships, through the conscious and purposeful use of the arts read through the functioning of the brain.


And, as we know, to live a healthy personal life and work environment, to properly learn any kind of skill, and to live in harmony with ourselves and others, we need a free, calm, and relaxed mind, which can also help a general health of the person.

Yet, unfortunately, today stress is one of the major problems that each of us experiences firsthand.

And not only that: stress, in fact, can degenerate into burnout, which starts a chain reaction that leads to work, personal, relational, productive, and even psychological problems, and which ends up reflecting on the entire system in which each of us lives, even going to affect the ethics and humanity of our behavior, increasingly dehumanizing the world in which we live.

Again, through scientific studies over the years, it has been found that the enjoyment of the arts, as well as their exercise, leads to a significant reduction in stress.

However, again, the arts must be enjoyed in a purposeful and structured way (a visit to a museum is not enough to counteract stress in the long run) and, above all, the study of the arts must be done properly (since, otherwise, what happens, and it happens practically all the time, is that the study and exercise of an art is a source of further serious stress).

That is why my NeuralLearning © method, by proposing the correct study of the arts, by providing the targeted and specific use of the arts in favor of soft skills, and through the knowledge of how our learning works, is the suitable solution also to counteract stress and prevent burnout.

Some scientific papers on this subject:

  • Jane Macnaughton, Medicine and the arts: let’s not forget the medicine, 1998
  • P. Anne Scott, The relationship between the arts and medicine, 2000
  • Brian Hurwitz, Medicine, the arts and humanities, 2003
  • Malaa L. Alnajm, Arts in Medicine, 2020
  • KT. Yang, CC. Lin, LY. Chang, A Program to Interest Medical Students in Changhua, Taiwan in the Incorporation of Visual Arts in Medicine, 2011


I started taking Beatrice’s courses as an absolute layman of music: my interest in this subject had arisen from my background in science, and was motivated by understanding better how the 12-note system used in Western music had been organized over the centuries, which is why I had turned to Ars. But I had no musical knowledge other than what we learn in Italy in junior high school. Thanks to her, I slowly became more and more interested in the world of music, I took her lessons, and quickly Beatrice introduced me to the knowledge of the various topics; for example, I was able to learn quite quickly the tonalities, no doubt a difficult point for beginners, since normally one has to learn them all by heart. In contrast, with his method, the use of rote learning is minimized and concepts are learned primarily by internalizing them in the correct way: important is his teaching not to let the mind learn one thing wrongly, lest wrong knowledge settle, and to reset everything and start again if this for some reason happens. The same method is used in teaching composition techniques, focused on learning the fundamental rules that come back in the creation of the music, and not on performing compositional exercises that would be left to the student’s imagination and would lead to nothing. In short, a method based more on training the mind than on slavish and exhausting repetition of exercises. Within a year, thanks to them, I went from having almost no knowledge to a fairly thorough knowledge.

Wladimiro Gaiotti
electronic programmer

For me, playing the piano has been a dream since I was a little girl but unfortunately I did not have the opportunity to pursue it. During quarantine I finally began to explore this passion of mine by trying with various teachers but only with Beatrice was everything much easier right away. She not only helps you learn the piano but helps you experience it, understand it deeply. I am glad I found her as a teacher and every day she makes me more interested in pursuing this dream of mine. 

Luna Piombanti
model and influencer

I have been attending Beatrice’s classes for a few months now, and I am happy with the path I am following. I have been fascinated by her expertise and the introduction of different topics across the purely technical study.
The classes are not monotonous, on the contrary within the class hour we manage to address different topics. I realize that the stimulus I receive increasingly entices me to study piano as much as to learn about music in a comprehensive way.

Marco Petrosillo
sales advisor

At a time when my son Marco, a high school student, was having difficulties in school, we thought we should turn to you who, with your professional expertise and extraordinary educational skills, were able to help Marco regain the will to engage and the pleasure of studying. The results have been amazing. Thank you for what you do. Keep up the good work!

Brunella Sarro
health and social worker

I approached music already in my sixties, because I was tired of listening all day on the radio to classical music, which has always fascinated me, without knowing its construction and its various nuances, as well as having an approximate knowledge of notes.
After two and a half years, although with a lot of effort, due to the little time available because of work commitments and, at times, due to my personal learning difficulties, thanks to Beatrice and her collaborator Stefano, I learned many concepts whose meaning I was completely ignorant of, except by hearing them by chance and also I was able to play with the piano many pieces .
Beatrice never discouraged me by the fact that I came to this art very late, in fact redeeming me aware that the profitable use of the brain can safely be practiced at any age.
Moreover, the teaching method is never tedious, because it tries to make people understand the various mechanisms that govern music without expiring into a notionism for its own sake, clearly linking the practical aspect with the theoretical one.
I believe that I will have in the future, when I retire from work, a valid and satisfying use of my free time through the study I will do with Beatrice.

Massimo Nessi
Administrative Manager

I am very satisfied with piano lessons with Beatrice. She is a talented and passionate teacher, creating a motivating atmosphere from day one.
Her piano proficiency is unquestionable, with exceptional technique and deep knowledge of music theory.
With her teaching skills, she explains complex concepts clearly, facilitating my learning.
Beatrice balances technique and interpretation, developing my musical sensibility. I highly recommend her lessons to those who wish to cultivate talent and passion for music. Her professionalism and support make for a rewarding experience. I look forward to continuing my musical journey with her.

Adrien Partiot
Key Account Manager in Aereonautica

Beatrice Gaggiotti

  • Architecture degree
  • Conservatory degree
  • Insight into neuroscience


My adventure begins in primary school, because yes, I have always loved to study… or rather, I have always loved to learn, to study a little less. And that, although I didn’t know it, would be the first key to everything that would come later.

In high school – an experimental one that was a little bit artistic and a little bit scientific – I began to make my first reflections about art and technique, and about the relationship between art and science, but the real turning point came after high school, when I chose to take a challenging path, attending the university of architecture concurrently with the conservatory.

Le due facoltà mi davano moltissimo, ma mi chiedevano anche più di quanto io potessi dare loro.
The load of study and work was intolerably high (even considering that they are two disciplines that, in addition to theoretical study, also want the practical part) and this was unfortunately joined by the environment of art at the professional level which is not as we often imagine it: it is in fact steeped in unhealthy competitiveness, the pervasive idea of talent and, at times, a lack of skills.
Combining all this, despite my relentless work and practically total dedication, I was not getting satisfactory results, and my health was also suffering.

That was how, towards the middle of my studies, I went into burnout. But that was also the time when I had a chance to stop and think a little bit.
So I wondered if, really, the answer to my problems was just my supposed lack of talent, and I wondered if, really, the only way to be able to study the arts was to redo and redo, repeat and repeat, hoping that – if there is talent – things will succeed sooner or later.
I wasn’t convinced at all.
So I began to ask myself what each of us used to learn: «the brain», I answered myself. And that’s when I began to inquire seriously about what this fascinating organ looked like but, more importantly, how our learning worked.
And from there everything changed.
That was why I began to delve first into psychology and then into neurology and neuroscience.
And so it was that, over the years, bit by bit, I came up with a method of studying, learning, and teaching that is specific for the arts and based on the natural functioning of our brain and our learning, a method that I called NeuralLearning©.

Thanks to this method, I was able to recover quickly from the slump I had been in, and from that moment on, not only did my scores rise to an average approaching the maximum but it was as if, unbelievably, I had more time on my hands. And so I went from “having no talent” to graduating in both disciplines, with top honors and compliments from the Director.

Moreover, having taught since the age of 13, I have been able to experiment with my method over time, on myself and my students, until, in 2016, I decided to found my own personal arts school, Ars Accademia, in which I could make my method available to anyone who wanted to approach art.

But not only that: my method, NL as I call it (short for NeuralLearning), had also given me a few other surprises.
In fact, I had discovered that, through studying the arts with my method, I had managed to form “other” skills, which today we call soft skills. And I had managed to form them in my students as well.
And that is why I decided to create in the Ars also the project of the Art beyond Art.

If you want to know me better:

Ars Accademia

Founded on March 1, 2016, Ars Accademia offers professional training activities based on the study of the arts (piano, singing, drawing, painting, creative writing in verse and prose) thanks to an innovative, unique, and arts-specific method of study and teaching, NeuralLearning©, which – in order to be as effective as possible – takes its starting point from the study on how our brains work and how we learn.

Ars Accademia also offers art projects designed specifically for all people in non-art professions (the “Art beyond Art” projects). These projects aim to train soft skills in professionals in various areas (doctors, lawyers, teachers, policemen, entrepreneurs, etc.).
Within these projects, moreover, the arts are proposed as a tool to fight stress and burnout.

Ars Accademia also organizes courses and lectures, and it is possible to have customized consulting and coaching upon request.


coming soon

Viale Carlo Pereda 26b, 6828 Balerna – Ticino Svizzera