This paper is motivated by the need to optimize the conditions of active teaching, i.e. for a very short period the students must develop an ear for music and musical skills – these students are future music teachers in kindergartens and elementary schools and they must acquire basic music reading skills in playing easy plays and songs with accompaniment, learning and mastering the basic means of expression in music and in particular – polyphony, forming a sense of adequate perception and evaluation of polyphony, i.e. mastering a system necessary for practical activities. Each of these, examined separately, is directly related to the development of the sense of polyphony. The composition of elementary chord accompaniments to melodies is widely used in everyday pedagogical practice of kindergarten and elementary-school teachers and developing a purposeful pedagogical technology is of great importance for the future professional realization of students. Music classes place an special emphasis on the application and significance of music accompaniment; students are also acquainted with the prerequisites for successful work. In the referred article, the instrumental accompaniment is reviewed only for educational purposes. Building up skills for combination of such accompaniments is related to searching and finding various pedagogical approaches and technologies for the development of the sense of polyphony. The tasks are structured in a set algorithm. The presented pedagogical approaches clearly show that musical, theoretical and instrumental teaching is carried out. The transfer of knowledge and skills contributes to permanent and effective learning of the necessary theoretical knowledge and practical skills which, in its turn, helps to reach an accord between theory and practice. The system of technologies offered is comprehensive – it contains basic principles for composition of chord accompaniment as well as specific ones – applicable only for teaching accordion. The developed preliminary model of pedagogical approaches is successfully confirmed by a pedagogical experiment held with 76 students – future kindergarten and elementary-school teachers. This confirmed the purpose of the study, namely, by influencing their ear for music to teach and master in students differential perception of polyphonic music and form, on this basis, skills for composition of elementary chord accompaniments to melodies.
| Published in |
International Journal of Literature and Arts (Volume 2, Issue 5-1)
This article belongs to the Special Issue Musical Theory, Psychology and Pedagogy |
| DOI | 10.11648/j.ijla.s.2014020501.18 |
| Page(s) | 49-55 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Accordion, Accompaniment
| [1] | Chervenakova I, Dissertation: “Technologies of Composition of Simple Chord Accompaniment to a Melody” (with students majoring in Preschool Pedagogy with Foreign Language and Elementary-school Pedagogy with Foreign Language). Plovdiv, 2013. (Червенакова, И.,Дисертация:„Технологии за изработване на елементарен акордов съпровод към мелодия”(със студенти от специалностите „Предучилищна педагогика и чужд език” и „Начална училищна педагогика и чужд език”). Пловдив, 2013) |
| [2] | Mincheva P. Methods of Solfège Training. Plovdiv, 2006. (Минчева, П. Методика на обучението по солфеж, Пловдив, 2006) |
| [3] | Mincheva P. Music Education in Comprehensive Schools. Sofia, 1994. (Минчева П. Музикалното възпитание в общообразователното училище. София, 1994) |
APA Style
Iliana Chervenakova. (2014). Technological Model for Composing Accompaniment to a Melody in Teaching Accordion. International Journal of Literature and Arts, 2(5-1), 49-55. https://doi.org/10.11648/j.ijla.s.2014020501.18
ACS Style
Iliana Chervenakova. Technological Model for Composing Accompaniment to a Melody in Teaching Accordion. Int. J. Lit. Arts 2014, 2(5-1), 49-55. doi: 10.11648/j.ijla.s.2014020501.18
AMA Style
Iliana Chervenakova. Technological Model for Composing Accompaniment to a Melody in Teaching Accordion. Int J Lit Arts. 2014;2(5-1):49-55. doi: 10.11648/j.ijla.s.2014020501.18
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Download@article{10.11648/j.ijla.s.2014020501.18,
author = {Iliana Chervenakova},
title = {Technological Model for Composing Accompaniment to a Melody in Teaching Accordion},
journal = {International Journal of Literature and Arts},
volume = {2},
number = {5-1},
pages = {49-55},
doi = {10.11648/j.ijla.s.2014020501.18},
url = {https://doi.org/10.11648/j.ijla.s.2014020501.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.s.2014020501.18},
abstract = {This paper is motivated by the need to optimize the conditions of active teaching, i.e. for a very short period the students must develop an ear for music and musical skills – these students are future music teachers in kindergartens and elementary schools and they must acquire basic music reading skills in playing easy plays and songs with accompaniment, learning and mastering the basic means of expression in music and in particular – polyphony, forming a sense of adequate perception and evaluation of polyphony, i.e. mastering a system necessary for practical activities. Each of these, examined separately, is directly related to the development of the sense of polyphony. The composition of elementary chord accompaniments to melodies is widely used in everyday pedagogical practice of kindergarten and elementary-school teachers and developing a purposeful pedagogical technology is of great importance for the future professional realization of students. Music classes place an special emphasis on the application and significance of music accompaniment; students are also acquainted with the prerequisites for successful work. In the referred article, the instrumental accompaniment is reviewed only for educational purposes. Building up skills for combination of such accompaniments is related to searching and finding various pedagogical approaches and technologies for the development of the sense of polyphony. The tasks are structured in a set algorithm. The presented pedagogical approaches clearly show that musical, theoretical and instrumental teaching is carried out. The transfer of knowledge and skills contributes to permanent and effective learning of the necessary theoretical knowledge and practical skills which, in its turn, helps to reach an accord between theory and practice. The system of technologies offered is comprehensive – it contains basic principles for composition of chord accompaniment as well as specific ones – applicable only for teaching accordion. The developed preliminary model of pedagogical approaches is successfully confirmed by a pedagogical experiment held with 76 students – future kindergarten and elementary-school teachers. This confirmed the purpose of the study, namely, by influencing their ear for music to teach and master in students differential perception of polyphonic music and form, on this basis, skills for composition of elementary chord accompaniments to melodies.},
year = {2014}
}
TY - JOUR T1 - Technological Model for Composing Accompaniment to a Melody in Teaching Accordion AU - Iliana Chervenakova Y1 - 2014/09/30 PY - 2014 N1 - https://doi.org/10.11648/j.ijla.s.2014020501.18 DO - 10.11648/j.ijla.s.2014020501.18 T2 - International Journal of Literature and Arts JF - International Journal of Literature and Arts JO - International Journal of Literature and Arts SP - 49 EP - 55 PB - Science Publishing Group SN - 2331-057X UR - https://doi.org/10.11648/j.ijla.s.2014020501.18 AB - This paper is motivated by the need to optimize the conditions of active teaching, i.e. for a very short period the students must develop an ear for music and musical skills – these students are future music teachers in kindergartens and elementary schools and they must acquire basic music reading skills in playing easy plays and songs with accompaniment, learning and mastering the basic means of expression in music and in particular – polyphony, forming a sense of adequate perception and evaluation of polyphony, i.e. mastering a system necessary for practical activities. Each of these, examined separately, is directly related to the development of the sense of polyphony. The composition of elementary chord accompaniments to melodies is widely used in everyday pedagogical practice of kindergarten and elementary-school teachers and developing a purposeful pedagogical technology is of great importance for the future professional realization of students. Music classes place an special emphasis on the application and significance of music accompaniment; students are also acquainted with the prerequisites for successful work. In the referred article, the instrumental accompaniment is reviewed only for educational purposes. Building up skills for combination of such accompaniments is related to searching and finding various pedagogical approaches and technologies for the development of the sense of polyphony. The tasks are structured in a set algorithm. The presented pedagogical approaches clearly show that musical, theoretical and instrumental teaching is carried out. The transfer of knowledge and skills contributes to permanent and effective learning of the necessary theoretical knowledge and practical skills which, in its turn, helps to reach an accord between theory and practice. The system of technologies offered is comprehensive – it contains basic principles for composition of chord accompaniment as well as specific ones – applicable only for teaching accordion. The developed preliminary model of pedagogical approaches is successfully confirmed by a pedagogical experiment held with 76 students – future kindergarten and elementary-school teachers. This confirmed the purpose of the study, namely, by influencing their ear for music to teach and master in students differential perception of polyphonic music and form, on this basis, skills for composition of elementary chord accompaniments to melodies. VL - 2 IS - 5-1 ER -
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