Musical perception: Active ways of “communication” with a piece of music
DOI:
https://doi.org/10.32405/2308-8885-2021-3(101)-13-18Keywords:
musical perception, active perception of music, methods and techniques of music perception, teaching of musical art, primary school studentsAbstract
The article actualizes the problem of primary school students’ musical perception of taking into account the specifics of the process of musical perception and psychophysiological features inherent in modern children 6(7)-10 years old (“clip” thinking, low concentration, inattention, hyperactivity, etc.). It is emphasized that primary school students can emotionally “feel” music only in an active form – by performing certain actions, movements, while acting creative tasks in the context of listened to musical works, etc. The authors specify the active ways of students’ perception of musical works, which are effective in the educational process, as they take into account the psychophysiological characteristics of primary school students and the specifics of musical art including the process of perception of musical works.
The active ways of students’ “communication” with musical works are offered, namely methods: choice of appropriate definitions, comparisons, associations, reception of “free conducting”, “plastic intonation”, musicograms, musical graphics, etc. The musical-pedagogical potential of each of the offered methods and reception is described. Moreover, the practical recommendations how to apply them in the most effective way at music lessons are given.
It is concluded that the proposed methods and techniques help the teacher not only to organize the perception of music effectively, but also to develop other musical (musical memory) and creative abilities (creative imagination, image-associative thinking). It is important to develop the ability to work in pairs and small groups, as well as to explore, make their own decisions and generate new ideas. The proposed methods used in the music lesson will provide modern primary school students with new opportunities for deep empathy for music, understanding of the thoughts and feelings conveyed in it with the ability to express them in different ways – through plasticity of the body, selection of colour associations, symbols, etc.
The prospect of further research is to clarify methods and techniques of active communication with musical works of primary and secondary school students as well as to develop methodical recommendations for music teachers according to age-related characteristics of school students.
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