Traditional and Innovative Methods of Teaching Forms and Musical Analysis

By Vlahopol, Gabriela | Review of Artistic Education, January 1, 2015 | Go to article overview

Traditional and Innovative Methods of Teaching Forms and Musical Analysis


Vlahopol, Gabriela, Review of Artistic Education


1. Introduction

The purpose of the educational process may be defined by two fundamental coordinates: providing a complete and coherent information package and training the student towards the direction of rational thinking, openness to knowledge and self-confidence; solving the two components ensures the progress and the effectiveness in any field. At the same time, the development of creativity and innovation as a direct result of the process of education has a decisive impact on both the student and the teachers.

The diversity of the teaching methods might be placed on an upward path of the student's control and involvement, one of the ends being the lecture, with the minimal participation of the student, and the other end, the individual study, where the teacher's control and participation are minimal. It is worth mentioning that both ends of this continuum have a certain degree of control and participation from both partners involved in the learning process. Thus, in the case of lectures, the student may choose what to write down, ask questions or not or even affect the quality of the discourse, while his individual study is influenced by the teacher's suggestions, the materials and the tasks the teacher assigns.

This study intends a review of the traditional teaching methods used within the discipline Musical forms and analyses (course and practical work), as well as the possibility of inserting modem methods and methods referred in literature as active teaching methods, a significant potential for easy and complete assimilation of information, but also a factor of cohesion of the group of students, of development of their abilities to manage the quantity of knowledge and the communication skills.

2. Premises

Increasingly more studies of contemporary pedagogy131 emphasize the importance of approaching new methods of teaching in higher education, aiming at the separation of the teacher-student frontal communication typology, where the teacher has full control, and the orientation towards an active involvement of the student in learning and the development of his creativity in managing the acquired information. The studies upon the teaching methods in higher education are focused particularly on other areas than art and the few references in this area do not contain applications in the musical field (Fry, Ketteridge and Marshall, 2003).

Within the study discipline Musical forms and analyses, the specific of the content limits the exploit of the full arsenal of teaching methods and techniques, whether traditional or modem. Thus, due to the combination between the theoretical content and the practical content, respectively the permanent transfer between new information and their materialization in the musical score and in the associated sound speech, the frontal teaching methods used within the study discipline depart from the strict pattem of lecture found in the most areas and study disciplines in the university education. This oscillation is correlated with a complex brain activity, which involves alternately or simultaneously the cognitive, emotional and volitional area.

On the other hand, the share of the practical, concrete side within the seminars, combined with the analysis of the musical score allows methodological fluctuations between quasi-lecture and group activity in different variants, while making the approach of some methods based on brainstorming ineffective, the interpretation variants of the stmcture of a work being relatively limited (in most cases there is only one variant).

3. Traditional methods

The lecture is a creative method involving, though in a differentiated degree, the participation of both the teacher and the student. The main purpose of the lecture within the study discipline Musical forms and analyses is the comprehensible transmission of concepts, the student's attention being focused on fundamental concepts, definitions, terms, assumptions, a process that involves a critical analysis of the subject. …

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