Page 145 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 13, zvezek 27 / Year 13, Issue 27, 2017
P. 145
Sabina Vidulin, THE “LISTENING TO AND MAKING MUSIC” APPROACH ...
Sabina Vidulin
Sveuèilište Jurja Dobrile u Puli, Muzièka akademija u Puli
THE “LISTENING TO AND MAKING MUSIC” APPROACH IN THE
FUNCTION OF IMPROVING MUSICAL UNDERSTANDING
Pregledni znanstveni èlanek / Review Article
Abstract
The intention of the author is to mark out the “Listening to and Making Music” approach (LMM)
and explain how to improve pupils’ musical understanding. The process starts with the activity of
listening to music which encompasses identification of musical components and their theoretical
explanation. By experiencing, observing, noticing, intellectually following and explaining the
components like: rhythm, melody, dynamics, tempo and musical form, pupils show the level of their
theoretical musical understanding. With the goal that pupils’ knowledge becomes practical, the
music making activity follows. Awareness of musical elements helps them in creating similar or
new compositions, using well-known musical elements. The results of such work are active pupils’
participation in the teaching process, practical demonstration of acquired knowledge, stimulation of
creativity and a better understanding of musical elements and music in general.
Keywords: primary school, listening to music, LMM approach, music making, pupils,
understanding music
Izvleèek
Pristop “Poslušanje in ustvarjanje glasbe” v funkciji boljšega razumevanja glasbe
V prispevku avtorica predstavlja pristop »Poslušanje in ustvarjanje glasbe« (LMM) in pojasnjuje
kako z njim pri uèencih izboljša razumevanje glasbe. Gre za proces, ki se zaène s poslušanjem
glasbe, pri katerem pride do identifikacije glasbenih komponent in njihove teoretiène razlage. Z
izkušanjem, opazovanjem, bele enjem, intelektualnim spremljanjem in pojasnjevanjem komponent
kot so: ritem, melodija, dinamika, tempo in glasbena oblika, uèenci izka ejo stopnjo razumevanja
glasbene teorije. Sledi ustvarjalna glasbena dejavnost s ciljem prenosa teoretiènih znanj v prakso.
Uèencem pri ustvarjanju novih skladb pomagata poznavanje in uporaba dobro znanih glasbenih
elementov. Tovrstno delo rezultira aktivno sodelovanje uèencev v uènem procesu, praktièno
demonstracijo usvojenega znanja, spodbujanje ustvarjalnosti in boljše splošno razumevanje
glasbenih elementov.
Kljuène besede: osnovna šola, poslušanje glasbe, LMM pristop, ustvarjanje glasbe, uèenci,
razumevanje glasbe
The orientation of the contemporary school
As the educational base of the society, school marked a large part of the history of
mankind, transforming its roles, levels and models. It made the transition from medieval
schools for privileged feudal lords, knights and sovereigns, through private and public
schools for a large number of participants, pupil-oriented work schools, creative schools
to schools as important part of the social community (Previšiæ, 1999). Diverse educational
strategies, attitudes and experiences with the goal of its improvement can be noticed. The
environment and the situation in which the school was located upgraded it with new
145
Sabina Vidulin
Sveuèilište Jurja Dobrile u Puli, Muzièka akademija u Puli
THE “LISTENING TO AND MAKING MUSIC” APPROACH IN THE
FUNCTION OF IMPROVING MUSICAL UNDERSTANDING
Pregledni znanstveni èlanek / Review Article
Abstract
The intention of the author is to mark out the “Listening to and Making Music” approach (LMM)
and explain how to improve pupils’ musical understanding. The process starts with the activity of
listening to music which encompasses identification of musical components and their theoretical
explanation. By experiencing, observing, noticing, intellectually following and explaining the
components like: rhythm, melody, dynamics, tempo and musical form, pupils show the level of their
theoretical musical understanding. With the goal that pupils’ knowledge becomes practical, the
music making activity follows. Awareness of musical elements helps them in creating similar or
new compositions, using well-known musical elements. The results of such work are active pupils’
participation in the teaching process, practical demonstration of acquired knowledge, stimulation of
creativity and a better understanding of musical elements and music in general.
Keywords: primary school, listening to music, LMM approach, music making, pupils,
understanding music
Izvleèek
Pristop “Poslušanje in ustvarjanje glasbe” v funkciji boljšega razumevanja glasbe
V prispevku avtorica predstavlja pristop »Poslušanje in ustvarjanje glasbe« (LMM) in pojasnjuje
kako z njim pri uèencih izboljša razumevanje glasbe. Gre za proces, ki se zaène s poslušanjem
glasbe, pri katerem pride do identifikacije glasbenih komponent in njihove teoretiène razlage. Z
izkušanjem, opazovanjem, bele enjem, intelektualnim spremljanjem in pojasnjevanjem komponent
kot so: ritem, melodija, dinamika, tempo in glasbena oblika, uèenci izka ejo stopnjo razumevanja
glasbene teorije. Sledi ustvarjalna glasbena dejavnost s ciljem prenosa teoretiènih znanj v prakso.
Uèencem pri ustvarjanju novih skladb pomagata poznavanje in uporaba dobro znanih glasbenih
elementov. Tovrstno delo rezultira aktivno sodelovanje uèencev v uènem procesu, praktièno
demonstracijo usvojenega znanja, spodbujanje ustvarjalnosti in boljše splošno razumevanje
glasbenih elementov.
Kljuène besede: osnovna šola, poslušanje glasbe, LMM pristop, ustvarjanje glasbe, uèenci,
razumevanje glasbe
The orientation of the contemporary school
As the educational base of the society, school marked a large part of the history of
mankind, transforming its roles, levels and models. It made the transition from medieval
schools for privileged feudal lords, knights and sovereigns, through private and public
schools for a large number of participants, pupil-oriented work schools, creative schools
to schools as important part of the social community (Previšiæ, 1999). Diverse educational
strategies, attitudes and experiences with the goal of its improvement can be noticed. The
environment and the situation in which the school was located upgraded it with new
145
