WORKING MEMORY IN THE PROCESS OF TEACHING SONGS

Authors

  • Dace Medne Jāzeps Vītols Latvian Academy of Music
  • Ilze Vilde Jāzeps Vītols Latvian Academy of Music

DOI:

https://doi.org/10.17770/sie2022vol1.6810

Keywords:

music pedagogy, song teaching strategies, working memory

Abstract

The control processes and mnemonic strategies used in working memory are important both in the general learning process and in the music learning process. In the acquisition of music, the working memory determines the formation of auditory notions, which is an essential dimension in the development of musicality. Its qualitative indicators are (1) accuracy - accurate perception and reproduction of memorized music material; (2) persistence - duration of remembrance. Therefore, it is pedagogically important to improve it at the primary school age, because working memory forms the basis for creating more complex conceptual content constructions both in music and in other fields. The aim of the research is to promote the development of working memory in the process of teaching songs. In order to achieve the goal of the research, a song teaching strategy for the development of working memory has been developed, a pedagogical observation of the music learning process for a duration of three years at the primary school level has been performed, and the obtained data have been analysed using descriptive statistics. The sample of the study consists of 200 primary school students. The data obtained in the article allow us to conclude that the purposefulness and regularity with which the chosen exercises are used, the quality of music perception and attention, and musical thinking all contribute to the development of musical memory in primary school music education. The relationship between song acquisition and working memory described in this publication expands the understanding of music educators and helps them improve their professional skills.

 

References

Bergman Nutley, S., Darki, F., & Klingberg, T. (2014). Music practice is associated with the development of working memory during childhood and adolescence. Front. Hum. Neurosci. 7: 926. Retrieved from https://www.frontiersin.org/articles/10.3389/fnhum.2013.00926/full

Creswell, J.W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.

Juslin, P., & Sloboda, JA (Eds.) (2011). Music and emotion: Theory and research. New York: Oxford University Press.

Medne, D. (2019). Everyday Pedagogical Support in Communication. International Journal of Smart Education and Urban Society (IJSEUS) 10 (4). ISSN: 2574-8254, EISSN: 2574-8270, DOI: 10.4018 /IJSEUS. Retrieved from https://www.igi-global.com/article/everyday-pedagogical-support-in-communication/236627

Muceniece, L., Medne, D., & Gintere, Ē. (2021). Pedagogical Potential of Mental Practice in Teaching Brass Instruments at University. Human, Technologies and Quality of Education, 2021, 1148. Ed. L. Daniela Riga, University of Latvia. ISBN 978-9934-18-735-3. Retrieved from https://www.apgads.lu.lv/izdevumi/htqe-2021/77/

Patel, A. (2010). Music, language, and the brain. Oxford University Press.

Pozenatto, R. (2020). Working Memory in Musicians: A Review of Literature. Research Perspectives in Music Education, Volume 21, 1, 48.-63. (16). Retrieved from https://www.ingentaconnect.com/contentone/fmea/rpme/2020/00000021/00000001/art00005?crawler=true&mimetype=application/pdf

Sloboda, J.A. (2005). Exploring The Musical Mind: Cognition, Emotion, Ability, Function. Oxford University Press.

Sloboda, J.A., Lehmann, A.C., & Woody, R.H. (2007). Psychology for Musicians: Understanding and Acquiring the Skills. Oxford University Press.

Snyder, B. (2000). Music and Memory. Cambridge, MA: MIT Press.

Snyder, B. (2016). Memory for music. Music psychology. Hallam, S., Cross, I., Thaut, M. (Eds.) Oxford University Press, 220.-238.

Startheus M.S. (2003). Sluh muzikanta. Moskovskaja gosudarstvennaja konsevatorija.

Vedins, I. (2011). The Art of Teaching. Rīga: Avots.

Vilde, I. (2013). Development of Primary School Learners' Musicality at Music Studies, Doctoral Thesis in Pedagogy. Riga: UL.

Vilde, I., & Medne, D. (2014). Facilitating the development of musical memory in primary school music teaching. Problems in Music Pedagogy. Volume 13 (1). Daugavpils University, 73-82. ISSN 1691-2721.

Yurgil, K.A., Velasquez, M.A., Winston, J.L., Reichman, N.B. & Colombo, P.J. (2020). Music Training, Working Memory, and Neural Oscillations: A Review. DOI: https://doi.org/10.3389/fpsyg.2020.00266

Downloads

Published

2022-05-19