Listening to Music: Methodological Aspects of a Music Teacher`S Work
DOI:
https://doi.org/10.32405/2308-8885-2023-3(109)-21-27Keywords:
listening to music, institutions of specialized music education, methodological aspects of organization of listening to music, method of “listening attentively” to musicAbstract
The article highlights the role and methods of organizing music listening with students in institutions of specialized music education, which involves working with musical artifacts. The specified questions relating to the organization of this type of activity within various disciplines (“Listening to Music”, “Musical Literature”, “Ukrainian and World Musical Art”) in institutions of specialized music education.
Based on her own long-term pedagogical experience in institutions of specialized music education, the author presents the techniques aimed at activating the students’ creativity in institutions of specialized music education in the process of organizing listening to musical works, which will be useful to art teachers in institutions of general secondary education. These techniques implement conceptual provisions developed by a team of authors-teachers of the Department of Music Theory of the Lviv Krushelnytska State Music Lyceum (Lviv, Ukraine) in methodological and program of a complex of musical and historical disciplines (“Listening to Music”, “Musical Literature”, “Ukrainian and World Musical Art”) in institutions of specialized music education based on national musical art and in its integration with other types of art as well as taking into account continuity in the content and teaching methods of the musical and historical subjects from the 1st to the 11th (12th) grades. A complex of programs corresponds to the principles of the New Ukrainian School.
The author concludes that the most important guide for teachers is active listening, the development of students’ creative potential through improvisation, dramatization, composition, and other techniques that awaken creativity, motivate to knowledge, and eventually expand and shape the musical worldview.
It is advisable to combine complementary forms of work aimed at educating students in the necessary abilities and skills of a creative approach to reading musical texts for an effective educational process. That is why further research can focus on various psychological and pedagogical tools for shaping the perception of musical works, especially their understanding and “passing” through the prism of performance, through involvement in various types of music making.
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