Academic journal article Review of Artistic Education

Musical-Educational Research of the Adaptation of E. E. Gordon's Theory of Music Learning in Poland

Academic journal article Review of Artistic Education

Musical-Educational Research of the Adaptation of E. E. Gordon's Theory of Music Learning in Poland

Article excerpt

Introduction

The purpose of this article is the scientific afterthought on the musical audiation completed with quantity-quality scientific research related to the educational practice in Poland. The philosophical and methodological background is the theory of music learning by the American psychologist and music pedagogue Edwin E. Gordon. The 'audiation' is subjected to the scientific analysis initially as ability and subsequently as the capability of differentiating sounds in the human mind in terms of pitch, length, rhythmical pattern, dynamics, tempo or tone timbre. This unique and specific internal perceptive effort requires the abilities of hearing sounds being present and the ones reminded and heard at the time being. Especially in Polish musical education the aspects of pupils' audiation abilities development is sampled with relation to the types and phases of music education model based on audiation. In this model the foundation is the acceptance of current 'category of audiation in music learning' (Kolodziejski & Trzos 2013, p. 167) "Simply speaking, audiation is present in the ability of telling the difference between the sounds on the basis of pitch, length, rhythmical patters, dynamics, timbre, and so on" (Kolodziejski & Trzos 2013, p. 167) A separate trend in the educational research in Poland deals with the possibility of joining the traditional and modem solutions in the musical education and upbringing, including the application and partially the adaptation of the American theory by E. E. Gordon in Poland. The theoretical framework still bring the research news about the role of the audiation in the musical education and the analogy between learning music and acquiring one's mother tongue.

Introduction to the issues of the theory of music learning in the context of preparatory audiation.

The theory of music learning by the American pedagogue and psychologist Edwin Elias Gordon has been known in Poland since the beginning of the 1990s. During the series of seminars Prof. E. E. Gordon presented his assumptions of his own theory of music learning4 (in short GTML5), which constitutes the analysis and synthesis of the sequential manner how and when we leam music (Gordon 1999, p. 507) in the most effective way at various levels of acquiring some new musical experiences. GTML generally relates to the initial 10 minutes of a music lesson during which some activities on pitch (tonal) motives and temporal (rhythm) motives are conducted which are separated from one another and treated separately at the time of trainings (Zwoliñska & Jankowski 1995, p.35.) Each another level of achieving tonal and rhythm contents in the activities determines the willingness to proceed to the upper one, related to the music learning along with the comprehension and the simultaneous development of musical cognition. Using GTML allows for directing children's musical development in the manner which is systematical and regulated developing the preparatory audiation and the audiation (UchylaZroski 1995, pp. 183-187; idem 1999; idem 2000). The preparatory audiation relates to informal directing of musical abilities in the developing phase of a child, which is maximally up to the age of six. The inculturation phase called the process of assimilation of the cultural heritage (Sliwerski & Milerski 2000, p. 85) takes place through making the cultural assets available and accessible to a child and it is the process which never ceases, and thus it is considered the most important in the concept of musical development by Edwin E. Gordon. The audiation is the foundation of the musical ability and it is treated as a separate musical cognition and actions indicating the comprehension of the processes and relations happening between the sounds in music. Child's ability to enter a particular type or phase of preparatory audiation displays their musical age but not the calendar age, therefore the possibility of musical interaction is present in each moment of education, but the earlier the better. …

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