Page 149 - 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. 149
Sabina Vidulin, THE “LISTENING TO AND MAKING MUSIC” APPROACH ...
about pupils’ impressions, and about the musical components which they have noticed. By
experiencing, noticing, intellectually following and explaining the expressive elements
like rhythm, melody (theme), dynamics, tempo, musical form, instrumental and vocal
groups, pupils get to know and understand music better. It is important to talk about the
recognised musical elements, and operate with these elements.
Four stages from which the teacher can consider that pupil understand the musical
elements can be considered: they are familiar with the musical components - elements;
they are able to recognize the components in every single music piece; they can talk about
them in theoretical terms; they are able to operate with music elements. The last,
operational level is the most important. It is not enough to recognize a musical work and its
elements, but to operate with this knowledge.
Two ways for operationalization in which the knowledge and skill are connected is
proposed: 1) the presentation of known music elements by singing or playing instrument;
2) creation of a new music work based on the acknowledged elements as a result of the
music making activity.
The creation of pupils’ musical pieces, relying on the learned music elements which derive
from the listening to music activity and music analysis will be described in the part that
follows3. For the music making activity it is desirable that pupils play some instruments
and have a basic musical literacy which includes knowledge of simple rhythms, notes,
measures, major and minor skales with key signatures with up to two symbols.
By listening to music and learning about musical elements pupils become aware of what
music is made of. Listening to music, observing and analyzing musical components such
as rhythm, melody, dynamics, tempo, musical form, instrumental and vocal ensemble,
pupils get to know the compositions better. After the listening activity it is possible to
further explore these components in different ways: by singing4, playing, music making,
in order for pupils to understand music better and their knowledge to became operational.
By music making they express themselves, demonstrate the level of their musical
knowledge, operate with, create something new. They gain (new) knowledge, develop
their musical skills, creatively express themselves and understand music to a greater
extend.
The levels of pupils’ creative work are shown in Appendix 1. It starts with listening to and
analyzing musical works. The particular and determined components of (art) work
become the frame within which they can start to create. The second level is the creation of
similar forms. Recognition and awareness of musical elements help them in creating.
Comprehension of music components enables their self expression. At that level pupils
research the relationships between tones, rhythmical models, describe, compare the
3 These activities can be realized with the pupils from the fifth and sixth grade of primary compulsory
school in the extracurricular class or as a part of the project in regular music classes.
4 Music making as the additional activity after singing and playing instrument is described in the paper:
Vidulin, S. (2017), From Students’ Musicianship to their Creative Expressions.
149
about pupils’ impressions, and about the musical components which they have noticed. By
experiencing, noticing, intellectually following and explaining the expressive elements
like rhythm, melody (theme), dynamics, tempo, musical form, instrumental and vocal
groups, pupils get to know and understand music better. It is important to talk about the
recognised musical elements, and operate with these elements.
Four stages from which the teacher can consider that pupil understand the musical
elements can be considered: they are familiar with the musical components - elements;
they are able to recognize the components in every single music piece; they can talk about
them in theoretical terms; they are able to operate with music elements. The last,
operational level is the most important. It is not enough to recognize a musical work and its
elements, but to operate with this knowledge.
Two ways for operationalization in which the knowledge and skill are connected is
proposed: 1) the presentation of known music elements by singing or playing instrument;
2) creation of a new music work based on the acknowledged elements as a result of the
music making activity.
The creation of pupils’ musical pieces, relying on the learned music elements which derive
from the listening to music activity and music analysis will be described in the part that
follows3. For the music making activity it is desirable that pupils play some instruments
and have a basic musical literacy which includes knowledge of simple rhythms, notes,
measures, major and minor skales with key signatures with up to two symbols.
By listening to music and learning about musical elements pupils become aware of what
music is made of. Listening to music, observing and analyzing musical components such
as rhythm, melody, dynamics, tempo, musical form, instrumental and vocal ensemble,
pupils get to know the compositions better. After the listening activity it is possible to
further explore these components in different ways: by singing4, playing, music making,
in order for pupils to understand music better and their knowledge to became operational.
By music making they express themselves, demonstrate the level of their musical
knowledge, operate with, create something new. They gain (new) knowledge, develop
their musical skills, creatively express themselves and understand music to a greater
extend.
The levels of pupils’ creative work are shown in Appendix 1. It starts with listening to and
analyzing musical works. The particular and determined components of (art) work
become the frame within which they can start to create. The second level is the creation of
similar forms. Recognition and awareness of musical elements help them in creating.
Comprehension of music components enables their self expression. At that level pupils
research the relationships between tones, rhythmical models, describe, compare the
3 These activities can be realized with the pupils from the fifth and sixth grade of primary compulsory
school in the extracurricular class or as a part of the project in regular music classes.
4 Music making as the additional activity after singing and playing instrument is described in the paper:
Vidulin, S. (2017), From Students’ Musicianship to their Creative Expressions.
149
