THE TECHNOLOGY OF DEVELOPING HARMONIC HEARING
DOI:
https://doi.org/10.17770/sie2014vol2.647Keywords:
technology, case-study, harmonic hearing, educational processAbstract
In Latvia, the development of harmonic hearing takes an important place in the process of training pre-service music teachers, because a music teacher is a conductor of a school choir or a conductor of some other choir collective. The issues relating to the system of properties of harmonic musical hearing have been highlighted in a range of scientific works by different authors (Teplov, 1947; Sloboda, 1988; Petrushin, 1997). However, at present the understanding of the nature and ways of developing harmonic hearing is sometimes quite controversial. This, first of all, can be attributed to the complexity of the interrelations between harmonic hearing and general psychic processes: perception, presentation, reproduction, memory, and thinking. The interconnectedness of general human and specific, individual qualities makes this problem difficult to study. The solution of the problem is made difficult by the fact that a collective teaching at sol-fa classes in a higher education establishment often conflicts with learners’ individual peculiarities and problems of developing their harmonic hearing. Within the frame of the case study the technology of developing harmonic hearing based on the strategy of experiential learning (model by David Kolb, 1984) has been worked out. The presented technology is grounded on individual students’ learning styles and on the author’s model of developing harmonic hearing (Zavadska, 2012b).References
Honey, P. & Mumford, A. (2000). The Learning Styles Helper's Guide. Maidenhead: Peter Honey Publications Ltd.
Karasevа, М. (2009). Sol-Fa – Psychotechnique of the Development of Musical Hearing [Сольфеджио - психотехника развития музыкального слуха] Moscow: Kompozitor (in Russian).
Kazkayasi, M., Yetiser, S. & Ozcelik, S. (2006). Effect of musical training on musical perception and hearing sensitivity: Conventional and high frequency audiometric comparison. The Journal of Otolaryngology, 35 (5), 343-348.
Klarin, M. (1989). Pedagogical Technology in the Educational Process [Педагогическая технология в учебном процессе.] Moskow: Znanie (In Russian).
Kolb, D.A. (1984). Experiential Learning: Experience as the source of learning and development. Prentice-Hall, Inc., Englewood Cliffs, N.J.
Mellander, K. (1993). The Power of Learning: Fostering employee growth. Publisher: McGraw-Hill Trade. ISBN-10: 1556238932. Retrieved [21.03.2013] from http://www.goodreads.com/book/show/4630891-the-power-of-learning
Ments, M. (1998). Rollenspiel: effektiv. Ein Leitfaden für Lehrer, Erzieher, Ausbilder und Gruppenleiter. München: R. Oldenbourg Verlag (EGS-Texte). ISBN 3-486-02699-2
Nezvanov, B. & Laschenkova. A. (1967). A Reader on Aural Harmonic Analysis [Хрестоматия по слуховому гармоническому анализу]. Leningrad: Muzika (In Russian).
Patton, M. Q. (2002). Qualitative evaluation and Research Methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Petrushin, V. (1997). Psychology of Music [Музыкальная психология] Moscow: Vlados (in Russian).
Rogers, Carl. (1969). Freedom to Learn: A View of what education might become. (1st ed.) Columbus, Ohio: Charles Merill.
Sloboda, J. A. (1988). The Musical Mind: The cognitive psychology of music. Oxford: Oxford University Press.
Soy, S. K. (1997). The case study as a research method. Unpublished paper, University of Texas at Austin. Retrieved [21.03.2013] from http://www.gslis.utexas.edu/~ssoy/usesusers/l391d1b.htm
Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage.
Teplov, B. (1947). Psychology of Music and Musical Abilities [Психология музыки и музыкальных способностей]. Moscow, Leningrad: Izdatelstvo Pedagogicheskih Nauk (in Russian).
Yin, R. (1984/1994). Case Study Research: Design and methods. Thousand Oaks, London, New Delhi: Sage.
Zavadska, G. (2011а). Theoretical basis of professional musical hearing.//Arts and Skills-source of Well-being. Third International Journal of Intercultural Arts Education. Helsinki, 181-191. ISSN 1799-2508
Zavadska, G. (2011b). The Structure of Music Teacher’s Professional Musical Hearing. //The Changing Face of Music and Art Education: Yesterday, Today, Tomorrow. Interdisciplinary Journal for Music and Art Pedagogy. Volume 3 –Tallinn, 93-108. ISSN 2228-0715
Zavadska, G. (2012а). Theoretical basis of harmonic hearing. A. Šļahova (Ed.) Scientific Articles of 7th International Conference “Person. Color. Nature. Music”. Daugavpils: Daugavpils University Academic Press “Saule”, 275-285.
Zavadska, G. (2012b). Model for developing student teacher’s harmonious hearing introduction. J. Davidova (Ed.) Problems in Music Pedagogy. Volume 10, Daugavpils: Daugavpils University Academic Press “Saule”, 59-71.
Zavadska, G. (2013). The analysis of results obtained at diagnosing the development of prospective music teachers’ harmonic hearing. The Changing Face of Music and Art Education: Inspiration and improvisation. Interdisciplinary Journal for Music and Art Pedagogy. Volume 5/1 –Tallinn, 129-149. ISSN 2228-0715
Базарова, Г. Менеджер по персоналу . [Staff Manger] Retrieved [22.10.2013], from http://www.hr-portal.ru/article/osobennosti-obucheniya-vzroslyh
Downloads
Published
Issue
Section
How to Cite
