Naslov
Understanding music through playing instruments

Autori
Vidulin-Orbanić, Sabina

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Skup
Craftsmanship and Artistry

Mjesto i datum
Den Haag, Nizozemska, 19.04.2012. - 22.04.2012

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
music; school; instruments; pupils

Sažetak
The school and music teaching are of crucial importance for raising the level of music art in an individual and a society (Thompson and Schellenberg, 2006), as well as for the development of pupils' music skills (Gembris, 2006). Reimer (2000) and Tom (2005) argued that music teaching in primary schools should be focused on performance of musical works with understanding. Therefore, we focused on the relationship between pupils’ instrument playing during music lessons and understanding of musical works. Instruments are used in teaching to bring pupils closer to the abstract world of music. By playing an instrument, pupils are directly involved in the musical work (Smith, 2000). Playing instruments helps in better understanding of a musical work and its components (Mitchell, 1994). The outcome is not only a good performance of certain musical works, but also expansion of pupils’ knowledge and skills in the field of rhythm and intonation (Zanutto, 1997). The research question is whether playing an instrument helps in better understanding of musical works. The hypothesis is that playing musical instruments during music lessons contributes to understanding of particular musical components such as rhythm, melody, tempo and dynamics. The aim is not only to develop pupils’ music-playing skills, but also to contribute to their musical development by understanding music. The experimental study comprised fourth-grade primary school pupils divided into two groups that included 25 ten-year-old pupils. Within the experimental study, the initial state of both groups was determined first by polling, and then a new variable (playing an instrument) was introduced to the experimental group. One class (control group) had music lessons without using instruments (synthesizers), and the other class (experimental group) with the use of synthesizers. The results achieved by systematic observation, polling, audio recording of performances and exams (final state) show that during one school year the experimental group pupils learned to play simple compositions by reading notes and were also better at perceiving, remembering and understanding musical components: rhythm, melody, tempo and dynamics.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA