THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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TAKING INTO ACCOUNT PSYCHOLOGICAL AND PEDAGOGICAL
ASPECTS WHEN DOING HOMEWORK IN SOLFEGGIO LESSONS IS A
FUNDAMENTAL REQUIREMENT OF MODERN MUSIC PEDAGOGY
E.E.Veziryan
Candidate of Pedagogical Sciences, Associate Professor, lecturer at the
Republican Specialized Music School named after V. Uspensky.
https://doi.org/10.5281/zenodo.14604242
«Solfegio» is the most complex musical discipline in which all the
knowledge and skills acquired in the process of studying the complex of musical
and theoretical foundations are put into practical use.
In teaching «Solfeggio», there are techniques that are based on doing
homework or not doing it (at certain stages).
This article discusses the methodology with mandatory homework as the
most effective and meeting the modern requirements of music pedagogy. Long-
term practice confirms that it is homework that allows the teacher to provide
feedback to the student, monitor and adjust the process of learning knowledge
to fulfill pedagogical goals and objectives.
Student’s feedback
In modern music pedagogy in
the discipline «Solfeggio», the entire range of
practical skills of a student implies two forms of homework — written and oral,
which are aimed at developing theoretical, practical, intonation, metro-rhythmic
and auditory skills.
Solfeggio is taught in small groups (no more than 7-8 people), which
should be tailored to their specialization (pianists, string players, brass players,
pop singers), which is reflected in writing the "Program" for the Solfeggio course
with all the requirements specific to this document.
After determining the composition of the group, the teacher proceeds to
the «diagnosis». It turns out the level of musical preparedness, the environment
in which the student was brought up, his worldview and musical horizons and,
Explanation
of the topic
by the
teacher
Student's
homework
Control and
correction of
homework
Planned
pedagogical result
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
11
of course, his psychotype and temperament. Without taking into account these
important aspects of personality, it is difficult for a teacher to effectively manage
the learning process and fulfill the set pedagogical tasks. In this regard, it is
recommended to determine the characteristics of the musicians' temperament
by testing them, the level of psychological readiness for training, which will
reveal individual characteristics, as well as determine various parameters of the
mood of the group as a whole. This is especially important for middle and high
school students due to their transition age. The task of the teacher at this stage
of training is to understand the individual characteristics of everyone, promote
their self — realization in the profession, become like-minded and correctly lead
their ward to master the topic through homework.
Each task should have a specific psychological and pedagogical orientation,
formed tasks that are easily explained, illustrated and fixed in the lesson using
various musical examples by both the teacher and the students themselves. The
task is offered (in the first couple) of a small volume — this is especially
important for younger students, then the scale of work can increase at the
discretion of the teacher and as it is mastered by the students, while it is
desirable to psychologically adapt the musicians to the simplicity of the exercise.
In each homework, a specific type and method of its execution is
determined (intonation, construction of a chord or intervals with recording or
playing the piano), the teacher then gives a psychological setting for the
successful completion of the intended work at home. Creative solutions to tasks
are also welcome, but they must necessarily correspond to the topic of the
lesson and always be reasoned.
In the process of doing a homework exercise, the student may have
ambiguities. Such a moment should be stipulated by the teacher in advance,
psychologically prepare and convince the student that various kinds of errors
can occur repeatedly and explain very kindly how they should be avoided and
learn to overcome difficulties, since learning without making mistakes is a very
rare phenomenon. In this way, the psychological barrier of insecurity, fear of
making a mistake is removed, and the student will do his homework more
purposefully and successfully.
Control and correction of homework is carried out by the teacher overtime
with an explanation of errors, and after studying the topic entirely in the form of
a control work in the classroom. Control tasks may include solfegging of
numbers I, II of the voice, singing cadences (a chain of chords), testing
theoretical material or part of it, written exercises, auditory analysis (intervals,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
12
chords, frets, cadences), reading from a sheet, harmonic dictation, musical
dictation one- and two-voice, game tasks, creative exercises.
Each homework check is aimed at identifying undeveloped material and
correcting mistakes that can be performed under the guidance of a teacher and
independently by students. Of great interest to students (especially high school
students) is such a form of control as «Role-playing», in which they exchange
homework with each other in the classroom and independently identify
mistakes, correct them, and then the teacher checks how the work is done and
whether mistakes are correctly identified by other students. You can also offer a
«team» form of control, dividing the group into two teams so that they can
exchange homework, identify mistakes, and then choose the most correct
solution from two team options, leaving one, the most professionally executed
and reasoned, confirming your team choice.
Teamwork or «Business game» allows you to maximize the progress of the
lesson, making it more dynamic, creative and modern. But there are also
disadvantages to collective verification — personal assessment and
responsibility disappear when checking work. Students who are unsure of their
knowledge give way to more active ones, as a result, they can realize themselves
more fully and clearly identify their mistakes. Therefore, pedagogical control
should be carried out proportionately, combining classical teaching methods
with modern ones.
The proposed forms of homework in the discipline «Solfeggio» with
various types of pedagogical control and the application of academic and
modern teaching methods in practice are widely used in the pedagogical
activities of E. E. Veziryan, a teacher at the V. Uspensky Republican Specialized
Music School, which helps optimize the educational process in a single complex
of musical and theoretical disciplines and meet the requirements of modern
music pedagogy.
