Ịgụ na ide egwu

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Ịgụ na ide egwu bụ ịgụ, ide, na ịkpọ egwu, yana nghọta nke omenala na akụkọ ihe mere eme na mmekọrịta mmadụ na ibe ya.

A na-ekwukarị banyere ịgụ na ide egwu na agụmakwụkwọ egwu na mmekọrịta na ihe kpatara ya, agbanyeghị na ha abụghị okwu a na-agbanwe agbanwe dịka ịgụ na ide zuru oke na-emetụtakwa nghọta nke omume dịgasị iche iche metụtara ịkụzi nkuzi egwu na mmetụta ya na ịgụ na ide. Ọbụna mgbe ahụ, e nwere ndị na-arụ ụka megide njikọ mmekọrịta na njikọ dị n'etiti agụmakwụkwọ egwu na ịgụ na ide, kama na-akwado mmekọrịta mmekọrịta dị n'agbata njirimara mmekọrịta na ụdị egwu. [1]"Nkwurịta okwu egwu, dị ka nke okwu, ga-etinye n'ọnọdụ ziri ezi site n'aka ndị na-anabata ma ọ bụrụ na ihe ha pụtara ga-abịa n'ụzọ a na-amaghị ama" nke bụ ihe mere mmetụta nkuzi nke ịkụzi onye ọ bụla ka ọ bụrụ onye gụrụ egwú nwere ike ịgbagwoju anya na 'agụ egwú' n'onwe ya.[2]

'Ịgụ na ide egwu' kwesịghị ịgbagwoju anya na 'Echiche egwu' ma ọ bụ 'musicology'. akụkụ abụọ a bụ akụkụ nke agụmakwụkwọ egwu nke na-arụ ọrụ dị ka ụzọ isi nweta agụmakwụkwọ dị otú ahụ. Ọbụna mgbe ahụ, ọtụtụ ndị ọkà mmụta na-arụrịta ụka banyere mkpa ihe mmụta ndị a dị na agụmakwụkwọ egwu. [3]Okwu ahụ, 'egwu', bụ okwu dị iche nke dị iche na echiche nke 'ịgụ na ide egwu', dịka ụzọ onye na-agụ egwu si egosipụta mmetụta uche site na arụmọrụ anaghị egosi ikike ịgụ egwu ha.[4]

N'iburu n'uche na agụmakwụkwọ egwu na-agụnye usoro igwe na nkọwa (dị ka ịgụ, ide na igwu egwu) yana nghọta sara mbara nke ọdịbendị nke akụkọ ihe mere eme na nke oge a (ya bụ, ige ntị, igwu egwu, na ntụgharị egwu mgbe ị na-ege ntị na / ma ọ bụ na-egwu egwu), agụmakwụkwọ na mpaghara anya, ịgụ / ide, ịnụ ihe, na kinesthetic nwere ike ịrụ ọrụ ọnụ iji nweta agụmakwụkwọ n'ozuzu.

G'Ịgụ na ide egwu": Akụkọ ihe mere eme nke nkọwa[dezie | dezie ebe o si]

Ịghọta ihe okwu ahụ, 'ịgụ na ide egwu', na-agụnye emeela ka oge na-aga ka ndị ọkà mmụta na-etinye oge na nyocha na arụmụka. Usoro iheomume dị mkpirikpi - dị ka Csikos & Dohany chịkọtara (2016) - dị ka ndị a:

  • "Dị ka Volger si kwuo (1973), ihe ndị bụ isi nke ihe egwu bụ "ịgụ na ide na ụda olu (ikike ịnụ na ịnụ egwu na ịnụ ihe mmadụ na-agụ ma na-ede n'ụdị ederede). "[5]
  • "N'ọrụ Lee na Downie (2004), ịgụ na ide egwu na-ezo aka na nkà egwu bụ isi, ya bụ ịgụ egwu egwu".[6]
  • Herbst, de Wet & Rijsdijk (2005) na-arụrịta ụka banyere "ibu ma ọ bụ mkpa nke ederede (dị iche na okwu ma ọ bụ ngwá egwu) ịgụ na ide [n'etiti ndị nkuzi egwu]".[7]
  • "Dị ka Telfer si kwuo (dị ka e depụtara na Bartel, 2006), nkọwa nke ịgụ na ide egwu agbanweela site n'ịgụ ụda na ụda gaa n'ịgbasa 'ihe egwu pụtara'".[8]
  • "N'ọhịa nke agụmakwụkwọ egwu, [Hungarian National Core Curriculum] (2012) nyere iwu ihe dị iche iche nke ịgụ na ide egwu dịka akụkọ ihe mere eme nke egwu na echiche egwu".[9]
  • "The New National Standards for Music Educators (Shuler, Norgaard & Blakeslee, 2014) jiri okwu ahụ bụ ịgụ na ide n'ụzọ sara mbara; ma e wezụga ịgụnye ebumnuche mmụta ọdịnala dị ka ịgụ na ide akara egwu, ọ gụnyekwara mmepe nke ihe a na-akpọ ịgụ na ide nka".[10]
  • Maka Csikos & Dohany (2016), "okwu ahụ bụ ịgụ na ide egwu na-ezo aka na usoro ihe ọmụma nke ọdịbendị na egwu na ikike egwu. Nnyocha nke ihe dị mgbagwoju anya dị otú ahụ chọrọ ụzọ dịgasị iche iche gbasara ihe na otu esi enyocha (a) ihe ọmụma eziokwu na ikike egwu dịka ndị ọkachamara n'ọhịa ahụ si kọwaa, [na] (b) ihe ọmụma ndị a na-ekpebi site na mkpa ọha na eze".[11]

Ndị ọkà mmụta dị ka Waller (2010) na-enyochawanye ọdịiche dị n'etiti uru mmekọrịta nke usoro igwe dị iche iche, na-ekwu na "ịgụ na ide bụ usoro dị mkpa n'otu oge". [12][13]Ahụmahụ nke ịmụta otu esi "gụọ ide na ide ide ka ịgụ" na-enye ụmụ akwụkwọ ohere ịghọ ma onye na-azụ ahịa ma onye na'emepụta ebe "e weghachiri ha egwu iji guzobe echiche egwu nke ha dị ka ndị sonyere na mmepe egwu ha".[14][15]

Ụzọ e si amụ ihe[dezie | dezie ebe o si]

Enwere ike ịkụziri ihe ndị metụtara nkà na ụzụ na eziokwu nke agụmakwụkwọ na gburugburu agụmakwụkwọ site na 'echiche egwu' na 'musicology' iji jiri "ụfọdụ akụkụ nke ozi akọwapụtara... [iji] mee ka usoro nghọta ziri ezi na usoro nkọwa". [16]Ụdị nkọwa nke nkuzi otu esi agụ ma dee ọkọlọtọ ọdịda anya (ya bụ, echiche egwu), na ịgụ banyere mmekọrịta mmadụ na ibe ya, ndọrọ ndọrọ ọchịchị, na akụkọ ihe mere eme nke edere egwu ahụ yana ụzọ e si eme ya (ya bụ musicology), mejupụtara ụzọ anya na ịgụ / ide iji mụta ihe. [17][18]Ọ bụ ezie na "ihe ọmụma eziokwu na ikike... na-emepe n'ọdịbendị n'ime ọnọdụ mmekọrịta mmadụ na ibe ya", a na-ejikwa ihe ịrịba ama na akara na egwu e biri ebi maka 'mmekọrịta ihe nnọchianya' "nke na-enyere [onye na-agụ egwú] aka ịghọta okwu [egwu sara mbara]". [19][20][21]Asmus Jr. (2004) na-atụ aro na "ọtụtụ ndị nkụzi ga-ekwenye na... ikike ịme ihe site na akara egwu dị mkpa"; na naanị ụzọ ị ga-esi bụrụ "onye na-agụ egwu ka mma... bụ ịgụ egwu".

Mmụta ịnụ ihe bụ otu ihe ahụ - ma ọ bụrụ na ọ bụghị karịa (dị ka Herbst, de Wet & Rijsdijk, 2005) kwuru - dị mkpa, Otú ọ dị, dị ka "ọ bụghị 'extramusical' ma ọ bụ 'purely music' ọdịnaya nke [ihe ọ bụla nke] egwu nwere ike ịbịakwute onye na-ege ntị nke na-eweta ihe ọ bụla na ya site na ahụmịhe [ha] gara aga nke egwu metụtara ya na ụwa". [22][23]Ige ntị bụ "site na site na ọnọdụ: maka egwu a ga-anụ ma ọ bụ nwee ahụmịhe... bụ maka ya ka ọ nwere njikọ - weta ya n'ụzọ ụfọdụ na - ụkpụrụ, ụkpụrụ, ihe omume, eziokwu, na-edina n'èzí egwu ahụ n'onwe ya". [24]Mmụta na-elekwasị anya na-ege ntị na-akụzi ige ntị zuru oke na nghọta ntị megide "ihe ndabere nke ọtụtụ ụkpụrụ metụtara ụdị, ụdị, na oge, na usoro ihe odide nke ọ bụla". [25]Nke a na-eme ka "mmetụta kwesịrị ekwesị na ndebanye aha n'usoro nke nrụgide na ntọhapụ, ma ọ bụ atụmanya na mmezu, ma ọ bụrụ ihe na mmezu n'oge egwu ahụ". [26]Ọ bụ na ngalaba a ka agụmakwụkwọ klas nkịtị na-emekarị ka onye ahụ ghara inweta agụmakwụkwọ zuru oke n'ihi na ọ bụghị naanị na "ndị nchọpụta... kwuru na ụmụaka na-abịa n'ụlọ akwụkwọ enweghị ahụmịhe ịnụ ihe na egwu ruo n'ókè ha nwere na asụsụ", mana "nchegbu onwe ha n'ịgụ [ma yabụ enweghị ige ntị] egbochiwo ọganihu nke ọtụtụ ndị mmụta, ka ọtụtụ ndị ọzọ na-eme ka ha kwụsị kpamkpam. [27][28]Ọ bụ n'ihe banyere nke a na ịgụ na ide egwu na-arụ ọrụ n'onwe ya na agụmakwụkwọ egwu dịka - mgbe ọ na-emetụta nsonaazụ nke ịgụ na ide nke mmadụ - akọwaghị ya site Nuna ogo agụmakwụkwọ.

Ọzọkwa, akụkụ kinesthetic nke agụmakwụkwọ egwu na-arụ ọrụ na mmezu nke ịgụ na ide egwu, dịka "mmekọrịta mmadụ na-emetụta site na iji akara, site na ntụgharị, [na] site na ịchọpụta ihe omume nke ibe ya pụtara". [29]"Ụzọ dị iche iche mmetụta mmadụ si egosipụta onwe ha n'omume na nguzo... usoro nke njikọ ọdịbendị nke ụfọdụ rhythms, motifs, timbres, na ngwá egwu... [na] akụkụ nke ndụ, ọrụ, na ọnọdụ nke onye na-ede egwu" na-emepụta ma nghọta onye na-agụ egwú banyere akụkọ ihe mere eme nke ọrụ ahụ, yana ihe ọ bụla ọhụrụ jikọtara ya site na nhazi ya na ntọala egwu na omume ha nke oge a. [30]

Akụkụ ndị a nke mmepe agụmakwụkwọ egwu na-agbakọta n'ime usoro agụmakwụkwọ dị iche iche nke na-abịaru ụdị anya, ịnụ ihe, ịgụ / ide ihe, na mmụta kinesthetic n'ụzọ dị iche iche. N'ụzọ dị mwute, "ịgụ egwú nke ọma bụ ikike a na-adịghị ahụkebe na... ọdịbendị ọdịda anyanwụ" dịka "ọtụtụ ụmụaka na-ada site n'ụzọ a na-akụziri ha ịgụ egwú". [31][32]N'ihi nke a, ọtụtụ ndị ọkà mmụta na-arụrịta ụka banyere ụzọ kachasị mma iji bịaruo nkuzi egwu.

Nkụzi nkuzi[dezie | dezie ebe o si]

Maka ọtụtụ ndị ọkà mmụta, inweta nkà ịnụ ihe tupu ị mụta mgbakọ nke egwu mbipụta - usoro 'ụda tupu akara' - na-eje ozi dị ka "ntọala maka ime ka ihe egwu pụtara". [33][34]Dị nnọọ ka usoro nkuzi na mmepe asụsụ, Mills & McPherson (2015) na-ekwu na "ụmụaka kwesịrị ịghọ ndị nwere ikike n'asụsụ a na-ekwu okwu [ya bụ. nkà ịnụ ihe] tupu ha ejide asụsụ a na-ede ede [ya bụ, nkà ịhụ ihe / ederede]". Maka ndị ọzọ, ha na-achọta usoro 'asụsụ na okwu' dị irè karị, mana ọ bụ naanị "mgbe e guzobere usoro na okwu nke asụsụ ahụ". [35]Gundmundsdottir na-atụ aro na "afọ nke ụmụ akwụkwọ kwesịrị ịtụle mgbe ị na-ahọrọ usoro maka nkuzi" n'ihi mgbanwe mgbanwe nke ụbụrụ na-eto eto.

Nnyocha n'ime ubi nke Gudmundsdottir chịkọtara na isiokwu a na-ekwu na:

  • "Ụzọ ndị na-eji mkpịsị ụkwụ eme ihe iji gosi ụda ahụ ma gụọ ma ọ bụ ịkụ aka nwere ike ịdị irè nke ukwuu na ụmụaka na ndị nọ n'afọ iri na ụma (Boyle 1970; Salzberg na Wang 1989) ebe otu usoro ahụ gosipụtara na ọ naghị arụ ọrụ ma na-adọpụ uche na ndị nọ na klas nke atọ na nke anọ (Palmer 1976; Salzberg and Wang 1989) "; na,
  • "Ụzọ ndị na-eji akara okwu amata ma mepụta usoro ụda yiri ka ọ dị irè ma dabara adaba maka ndị nọ na klas nke atọ na nke anọ (Bebeau 1982; Palmer 1976; Shehan 1987) yana maka ndị nọ n'ọkwa nke isii (Shehan, 1987)."

Ọzọkwa, Mills & McPherson kwubiri na:

  • "Nchịkwa n'ozuzu nke McPherson na Gabrielsson (2002) tụrụ aro ya bụ maka ụmụaka ịmụta ịgụ ihe ha maara site na ntị, tupu ihe ha amaghị nke chọrọ ọkwa nhazi dị mgbagwoju anya. "

Burton chọpụtara "ntụziaka na-adabere na egwuregwu... arịrịọ[ed] n'ụzọ okike ụmụaka na-amụta[ed]", nakwa na usoro nke ịmụta otu esi agụ, dee, na igwu egwu / kwuo okwu na-adaba na usoro mmụta asụsụ. [36]Ịmepụta ụzọ maka ike nke ụmụaka mgbe ị na-eji usoro echiche nke klas ụlọ akwụkwọ ndị ọzọ iji zụlite nghọta ha banyere egwu mbipụta yiri ka ọ na-eme ka akụkụ niile nke mmepe ụbụrụ baa ọgaranya. N'ihi ya, Koopman (1996) nwere echiche na "[n'onwe] ahụmịhe egwu bara ọgaranya na-akwado nkuzi egwu n'ụlọ akwụkwọ".

Stewart, Walsh & Frith (2004) na-ekwu na "ịgụ egwu bụ usoro na-akpaghị aka na ndị egwu a zụrụ azụ" ebe ọsọ nke ozi na nhazi uche na-ewere ọnọdụ na ọkwa dị elu (Kopiez, Weihs, Ligges & Lee, 2006). Koodu nke ozi anya, nzaghachi mmegharị, na njikọta anya na-eme ọtụtụ usoro na-eme ma dabere na ibe ha; ọ bụ ezie na "ikike igwu egwu site na ntị nwere ike ịnwe njikọ dị mma na ikike ịgụ egwu", ọmụmụ na-egosikwa na a na-ahụ echiche nke ụda na oge iche.[37][38]

Mmepe nke njirimara ụda na-adịgasị iche n'ime onwe ya dabere na ọnọdụ nke egwu na nkà igwe nke ngwá ọrụ ma ọ bụ ọnọdụ nwere ike ịchọ. Gudmundsdottir na-ezo aka na Fine, Berry & Rosner mgbe ọ na-ekwu na "ịgụ egwu nke ọma na ngwá egwú anaghị achọ ihe nnọchianya dị n'ime dị ka ịbụ abụ anya na-eme" na nka n'otu mpaghara anaghị ekwe nkwa nkà na nke ọzọ. [39][40]Ikike ijikọ ụda nke ihe edeturu na ihe edetutu ya bụ isi nkuku n'ime ndị na-agụ egwú mepere emepe ma na-enye ha ohere 'ịgụ n'ihu' mgbe 'na-agụ' otu ihe n'ihi ncheta dị otú ahụ. [41][42]Ndị na-agụ akwụkwọ na-eto eto - ma ọ bụ, "ndị na-akwagharị bọtịnụ" - na-adabere n'ụzọ dị iche na usoro anya nke ịgụ na ide nke egwu [ya bụ, "na-aga kpọmkwem site na onyinyo anya gaa na mkpịsị aka achọrọ [na ngwá ọrụ]", karịa nghọta na-anụ / ọdịbendị (ya bụ otu esi eme ntị ma kọwaa egwu na mgbakwunye na usoro igwe). [43][44]Ọ bụ ezie na ndị na-agụ egwú na ndị na - ndị na-amaghị akwụkwọ nwere ike ịnwe ike ịmata otu ihe edeturu, "ndị ọkachamara na-eme nke ọma karịa ndị ọhụrụ na ikike ha ịmata otu ìgwè dị ka otu ụda ma ọ bụ ọ̀tụ̀tụ̀... ma sụgharịa ihe ọmụma ahụ ozugbo n'ime mmepụta ihe".[45]

N'ụzọ dị iche, "mmepụta rhythm siri ike [n'ụwa niile] na-enweghị koodu ịnụ ihe" dịka ndị egwu niile "na-adabere na nnọchite anya uche nke mita egwu [na ihe omume oge] ka ha na-eme". [46][47]N'ihe gbasara ịgụ na ide egwu na klas ụlọ akwụkwọ, Burton hụrụ na "[ụmụ akwụkwọ] na-eme ka ha nwee mmetụta nke rhythm na mbipụta" ma ga-edozi onwe ha mgbe ha ghọtara na nghọta ha banyere usoro rhythmic adabaghị na ihe ha dere na ihe odide ahụ. [48][49]Shehan (1987) na-ekwu na usoro ịga nke ọma maka ịkụzi rhythm - dị ka pitch - na-erite uru site na nkuzi nke ịgụ na ide asụsụ, dị ka "usoro ederede... jikọtara ya na akara ntị n'ụdị okwu... [na-emekarị] ka ọ bụrụ usoro ịga nke ahụ maka ịkụzi ịgụ rhythm".[50][51]

Ndị ọkà mmụta, Mills & McPherson, chọpụtara ọkwa nke mmepe n'ịgụ akara egwu ma na-atụ aro ijikọta usoro nkuzi na ọkwa nke kachasị mma site na mmepe / afọ nke nwa akwụkwọ. Dịka ọmụmaatụ, ịgba ndị na-eto eto ume ka ha mepụta ihe ngosi nke ihe ha maara site na ịnụ ihe na-enye ha "mmata nke ga-eme ka ọganihu ha dịkwuo elu iji ghọta ihe mere akara ndị ọrụ ji dị ma na-arụ ọrụ n'ụzọ ọ na-eme". [52]N'otu aka ahụ, maka ụmụaka na-erubeghị afọ isii, ịsụgharị ihe ọmụma ntị nke abụ n'ime mkpịsị aka na ngwá ọrụ (ya bụ, mmụta kinesthetic) na-esetịpụ ntọala maka iwebata akara ngosi anya mgbe e mesịrị ma na-ejigide ihe 'na-atọ ụtọ' nke ịzụlite ịgụ na ide egwu.[53]

  1. "Ihe ndị dị na ya: akara ndị dị na ibe ahụ bụ ihe ndabere nke akara. Ihe ndị a na-agụnye ịmara ihe ndị dị na ahịrị na usoro nke akara egwu na ihe edeturu, na ihe ọmụma na ha bụ usoro na ihe bara uru.
  2. Akwụkwọ ozi / ihe ngosi egwu na ihe ịrịba ama: Nkọwa na-agbanwe agbanwe nke ihe ndị na-enye ohere ka nwatakịrị gaa ma mata ihe nnọchianya ndị dị mkpa dị ka ihe odide ọ bụla, ihe ịrịbaanya dị mkpa, akara oge, akara dị ike, nkọ, flats, na ihe ndị ọzọ.
  3. Syllables / intervals: Nnyocha nhazi nke usoro melodic na-agụnye ịmata mmekọrịta dị n'etiti ihe edeturu (dịka, oge).
  4. Okwu / ìgwè: Mgbanwe site na ihe edeturu n'otu n'otu gaa n'ìgwè ihe edetutu na-eme site na nyocha nhazi nke oge ndị mejupụtara ya, ma ọ bụ site na nyocha anya nke echiche egwu dum (dịka, kọntaktị, akara). Nke a na-anọchite anya ọkwa mbụ nke ihe egwu pụtara; Otú ọ dị, na ọkwa a, ihe ndị a na-ejikọta na ụyọkọ ọ bụla na-agbanwe ma na-ekewapụ.
  5. Ìgwè okwu / ihe kpatara ya ma ọ bụ ìgwè ndị na-ede ihe: Njikọ nke ụyọkọ na-emepụta ihe ma ọ bụ otu ìgwè, ọkwa nke ihe egwu pụtara nke kwekọrọ na ịghọta ahịrịokwu na ahịrịokwu ọ bụla n'ihe odide. Ndị a nwere ike ịdịgasị iche na ogologo dabere na ọrụ egwu ha.
  6. Echiche / okwu egwu ma ọ bụ ihe oyiyi: Na egwu, a na-egosipụta echiche nke otu site na ijikọta ihe n'ime okwu egwu.
  7. Echiche / echiche egwu bụ isi: Njikọ nke ahịrịokwu egwu na-ewepụta echiche egwu, nke ya na okwu nhazi ederede na iwulite echiche bụ isi site na paragraf.
  8. Isiokwu / isiokwu egwu: Nghọta nke isiokwu egwu na-agụnye ịmanye mmetụta nke egwu na akara nke mere na a na-ewere okwu egwu na isiokwu ahụ karịa nkà na ụzụ iji tinye ọdịiche nke ụda, ọnọdụ, ike, na ihe ndị ọzọ n'ụzọ na-enye ohere maka nkọwa nke akara ahụ (Cantwell & Millard, 1994, peeji nke 47-9)."

E nwere ụlọ akwụkwọ dị iche iche nke echiche / nkuzi nke na-asụgharị ụkpụrụ ndị a n'ime usoro nkuzi bara uru. Ebumnuche nke ọtụtụ usoro nkuzi nke na-anwa n'otu oge idozi "adịghị ike na nyocha nke na-ewere ikike ịgụ na ide egwu na nghọta egwu [ya bụ, ihe ọmụma ọdịbendị na akụkọ ihe mere eme n'ihe gbasara mmụta anya na nke ịnụ ihe] dị ka ngalaba mmepe. [54]Otu n'ime usoro nkuzi a a ma ama bụ 'Kodaly Method'.

Usoro Kodaly[dezie | dezie ebe o si]

Zoltán Kodály na-azọrọ na e nwere akụkụ anọ dị mkpa maka onye na-agụ egwú nke ga-etolite ma n'otu oge na n'otu ọnụego iji nweta ọgụgụ isi egwu; " (1) ntị a zụrụ nke ọma, (2) ọgụgụ isi a zụrụ azụ nke ọma, (3) obi a zụrụ zụrụ nke ukwuu (nghọta mara mma / mmetụta uche), na (4) aka a zụrụ (usoro) ". [55]Ọ bụ otu n'ime ndị nkuzi mbụ na-azọrọ na ịgụ na ide egwu gụnyere "ikike ịgụ na ide akara egwu na ịgụ akara na anya na-enweghị enyemaka nke ngwá egwu... [yana] ihe ọmụma mmadụ nwere banyere ekele maka ihe atụ na ụdị egwu dịgasị iche iche. "[56]

Usoro agụmakwụkwọ Kodály na-eji ihe sitere na asụsụ na usoro agụmakwụkwọ nke mmepe asụsụ iji kwado mbọ nkuzi na mpaghara mmepe agụmakwụkwọ. Na rhythm, Usoro Kodály na-enye 'aha' - nke sitere na Galin-Paris-Chevé_system" id="mwAQQ" rel="mw:WikiLink" title="Galin-Paris-Chevé system">Usoro Galin-Paris-Chevé (usoro aha oge French) nke Galin, Paris na Chevé malitere - iji merie ụkpụrụ; na-ejikọta ọnụ ọgụgụ nke ụda na ederede na ọnụ ọgụgụ nke mkpụrụedemede na aha ya.


N'otu aka ahụ na rhythm, usoro Kodaly na-eji mkpụrụedemede na-anọchite anya ụda nke ihe edeturu na ọkwa dị ka Ngwaọrụ mnemonic iji zụọ ndị na-agụ egwú. A natara usoro a site na nkuzi nke Guido d'Arezzo, onye mọnk nke narị afọ nke iri na otu, onye jiri ụda, 'Ut, Re, Mi, Fa, So, La' site na 'Hymn to St. John' (International Kodaly Society, 2014) dị ka nnọchiteanya syllabic nke pitch. Echiche dị na nkuzi Kodály nke oge a bụ na a na-enye ụda ọ bụla na-esote na ọkwa egwu otu nkeji:

1          2          3          4          5          6          7          8/1                                    Doh Ray Me Fah Soh Lah Te Doh                     

Enwere ike itinye nke a n'ọrụ na 'Absolute' (ma ọ bụ, 'Fixed-Doh") Form - nke a makwaara dị ka 'Solfege' - ma ọ bụ na 'Relative' (maọ bụ, 'Movable-Doh') Form - nke akpọrọ 'Solfa' - ebe 'Doh' na-amalite na pitch mbụ nke ọ̀tụ̀tụ̀ ahụ (ya bụ maka A Major, 'Doh" bụ 'A"; maka G Major, 'Soh' bụ 'G' bụ 'Doh', 'Major, 'E' bụ 'E' na ihe ndị ọzọ).

Ọrụ Sarah Glover na (nke) John Curwen nọgidere na England niile na narị afọ nke iri na itoolu pụtara na 'Moveable-Doh' solfa ghọrọ "ngwá ọrụ nkuzi kachasị mma iji kụziere ndị na-agụ egwu ịgụ egwu". [57]Na mgbakwunye na enyemaka na-anụ ihe na asụsụ nke mkpụrụedemede-na-pitch, John Curwen webatara ihe na-eme ka ọ dị mma ebe a na-etinye akara aka dị iche iche na ụda ọ bụla nke ọ̀tụ̀tụ̀.

Csikos & Dohany kwupụtara ewu ewu nke usoro Kodály n'akụkọ ihe mere eme ma kwuo Barkoczi & Pleh na Hallam na "ike nke usoro Kodaly na Hungary... [na] mba ofesi" n'ihe gbasara inweta agụmakwụkwọ egwu n'ime usoro agụmakwụkwọ ụlọ akwụkwọ.[58][59]

Ịgụ na ide nke egwú Braille[dezie | dezie ebe o si]

Otú ọ dị, usoro ndị dị ka Kodály - nke na-adabere na ụda iji mee ka ihe ngosi nke akara ndị ọrụ - na-erughị maka ndị na-amụ ihe na-enweghị ike ịhụ. "N'agbanyeghị etu ntị si dị mma na otú ncheta si dị mma, ịgụ na ide dịkwa mkpa maka nwa akwụkwọ kpuru ìsì", na ọ dị mwute na akara ndị ọrụ na-adịghị emezu maka mkpa ndị na-adịghị ahụ ụzọ.[60]

Iji dozie nke a, enwere ike inye egwu e biri ebi ma ọ bụ Egwú Braille maka ndị na-adịghị ahụ ụzọ nke ọma, ndị kpuru ìsì n'ụzọ iwu, na ndị kpuru nkuru ìsì kpamkpam ka ha wee nwee ike iji aka dochie anya akụkụ anya nke mmụta (ya bụ, mmụta kinesthetic ka mma). Dị ka Conn si kwuo, iji mee ka ụmụ akwụkwọ kpuru ìsì "zụlite nkà ịnụ ihe ha... sonye n'ụzọ zuru ezu na egwu... bụrụ onye na-amụta ihe n'onwe ya na ndụ ya niile... nwee ohere iji kpamkpam nyochaa egwu ahụ... kesaa ihe ha dere... [na] nweta ọrụ / ụzọ ọrụ", ha ga-amụta otú e si agụ ma dee egwu Braille.

Ọ bụghị n'adịghị ka agụmakwụkwọ anya, ịkụziri ụmụ akwụkwọ otu esi agụ asụsụ na Braille yiri nkuzi nke ịgụ na ide nke Braille. Toussaint & Tiger hotara Mangold na Crawford & Elliott na "mmekọrịta ọhụrụ dị n'etiti ihe na-emetụ aka (ya bụ, akara ndị ìsì) na ihe na-anụ ihe ma ọ bụ ụda olu (ya bụ., aha mkpụrụedemede a na-ekwu). " [61][62][63][64]Nke a na-egosipụta anya Kodály (ya bụ, akara ndị ọrụ omenala) -na-auditory (ya bụ na, n'otu aka ahụ, aha mkpụrụedemede a na-ekwu) na agụmakwụkwọ egwu.

N'agbanyeghị ọdịiche nkuzi, Otú ọ dị, ịgụ na ide nke egwu Braille dị ala karịa ịgụ na ide egwu n'etiti ndị nwere anya. N'echiche a, kwa, pasentị nke ndị na-ahụ anya na ndị kpuru ìsì bụ ndị gụrụ akwụkwọ n'asụsụ na egwu, nọ n'otu ụzọ - dịka ọmụmaatụ, ịgụ na ide asụsụ maka ụmụ akwụkwọ ụlọ akwụkwọ afọ ise na-ahụ ụzọ na Australia dị na 93.9% ma e jiri ya tụnyere ọnụ ọgụgụ 6.55% nke ụmụ akwụkwọ HSC na-amụ egwu, ebe ịgụ na ide maka ndị kpuru ụzọ dị ihe dịka 12%. [65][66][67]Ianuzzi na-ekwu maka ụkpụrụ abụọ a mgbe ọ jụrụ, "Olee egwu ole ụmụ akwụkwọ ga-amụta ịkpọ ma ọ bụrụ na ndị nkuzi egwu ha enweghị ike ịgụ ihe odide ahụ? N'ụzọ dị mwute, ọ bụghị ọtụtụ ndị nkuzi nke ụmụaka kpuru ìsì na-agụ ma na-ede Braille n'onwe ha. "[68][69]

Ọ bụ ezie na isi nke ịgụ na ide egwu bụ n'ihe gbasara "ige ntị sara mbara na ugboro ugboro", "a ka nwere mkpa maka echiche doro anya nke ịgụ egwu nke ga-ahazi ihe ọmụma na nyocha banyere ịgụ egwu n'ime usoro echiche, ụkpụrụ, na usoro" nke ga-abara ndị ogbenye uru. [70][71]Ọ bụ site na ihe ndị bụ isi nke ịgụ na ide na "ikike ịghọta ọtụtụ n'ime... okwu n'ọdịnala e nyere" ka enwere ike inweta ịgụ na ide egwu.[72][73]

Ka o sina dị, anya ma ọ bụ na ọ bụghị, usoro nkuzi dị iche iche na usoro mmụta achọrọ iji nweta agụmakwụkwọ egwu na-egosi ụdị nke nkà uche, akwara, multi-sensory, na nkà na-arụ ọrụ n'ime mmadụ mgbe ha na-emetụta egwu. Ọtụtụ ọmụmụ fMRI egosila mmetụta nke egwu na agụmakwụkwọ egwu dị elu na mmepe ụbụrụ.

Ọganihu ụbụrụ[dezie | dezie ebe o si]

Ma nhazi nke egwu na arụmọrụ na ngwá egwu chọrọ itinye aka nke akụkụ abụọ nke ụbụrụ. [74]A na-ahụ ọdịiche ọdịdị (ya bụ, mmụba nke ntụ ntụ) na mpaghara ụbụrụ nke ndị na-agụ egwú nke jikọtara ya na nkà egwú a mụtara n'oge ọzụzụ ngwá egwú (dịka nkà dị mma nke onwe ya n'aka abụọ, ịkpa ókè na-anụ ụda), yana njikọ na-apụtaghị ìhè na mmelite nke asụsụ na nkà mgbakọ na mwepụ.[75]

Ọtụtụ nnyocha na-egosi na "egwú nwere ike inwe nsonaazụ dị mma na echiche anyị nke nwere ike ime ka mmụta dị mfe". [76]Dịka ọmụmaatụ, ụmụaka gosipụtara mmụba 46% na IQ - nke dị mkpa maka ikike uche dị elu metụtara mgbakọ na mwepụ na sayensị dị mgbagwoju anya - mgbe ha mepụtara akụkụ nke ịgụ na ide egwu ha. [77]A na-eme ka nkà mgbakọ na mwepụ dị otú ahụ dịkwuo mma n'ụbụrụ n'ihi ọzụzụ nke na-emetụta ịmụ akara egwu n'ihi na "ịghọta akara egwu chọrọ nkà mgbakọ na ụzụ, dị ka njirimara njirimara na nghọta nke oke, oke, akụkụ, na nkewa [nke akara akara]".[78]

Enwere ike ịhụ "ikike asụsụ dị elu, gụnyere okwu, nkwupụta, na ịdị mfe nke akwụkwọ ozi" na ndị maara egwu. [79]Nke a bụ n'ihi "ma egwu ma nhazi asụsụ chọrọ ikike ịkewapụta iyi nke ụda n'ime obere ihe nghọta". [80]Nnyocha na-akwado mmekọrịta dị n'etiti ịgụ na ide egwu na ịgụ na iche echiche, yana nkà ndị na-abụghị nke nghọta dị ka ntụrụndụ na mmepe mmetụta uche, nhazi na ihe ọhụrụ, nlebara anya na ilekwasị anya, ncheta, ihe okike, obi ike onwe onye, na mmekọrịta ọmịiko n'etiti mmadụ na ibe ya. [81][82][83]N'ihi ihe na mmetụta dị iche iche a, Williams (1987) na-ahụ onwe ya n'echiche na "[agụ egwú] ịgụ na ide na-enye ùgwù yana ikike, ọ dịkwa oke mkpa maka ọdịdị onwe onye na ihe ịga nke ọma... [ọ na-enye] nnukwu ọṅụ nke mmụta... obi ụtọ nke itinye aka, na afọ ojuju nke ige ntị".[84][85]

Ihe odide[dezie | dezie ebe o si]

  1. ↑ Swanwick, 1999, as cited in Csikos & Dohany, 2016, p.6
  2. ↑ Levinson, 1990, p.24
  3. ↑ Levinson, 1990; Csapo, 2004; Waller, 2010; Hodges & Nolker, 2011; Burton, 2015; Mills & McPherson, 2015; Csikos & Dohany, 2016
  4. ↑ Wolf, 1976, as cited in Gudmundsdottir, 2010, p.4
  5. ↑ Csikos & Dohany, 2016, p.5
  6. ↑ Csikos & Dohany, 2016, p.2
  7. ↑ Csikos & Dohany, 2016, p.3
  8. ↑ Csikos & Dohany, 2016, p.2
  9. ↑ Csikos & Dohany, 2016, p.5
  10. ↑ Csikos & Dohany, 2016, p.2
  11. ↑ Csikos & Dohany, 2016, p.3
  12. ↑ Waller (2010). "Language Literacy and Music Literacy". Philosophy of Music Education Review 18 (1): 26–44. DOI:10.2979/pme.2010.18.1.26. 
  13. ↑ Burton, 2015, p.9
  14. ↑ Waller, 2010, as cited in Burton, 2015, p.9
  15. ↑ Burton, 2015, p.9
  16. ↑ Levinson, 1990, p.26
  17. ↑ Levinson, 1990; Burton, 2015
  18. ↑ Csapo, 2004; Levinson, 1990; Csikos & Dohany, 2016
  19. ↑ Csikos & Dohany, 2016, p.3
  20. ↑ Blumer (1986). "Symbolic Interactionism: Perspective and Method". 
  21. ↑ Levinson, 1990, p.18
  22. ↑ Herbst (2005). "A survey of music education in the primary schools of South Africa's Cape Peninsula". Journal of Research in Music Education 53 (3): 260–283. DOI:10.1177/002242940505300307. 
  23. ↑ Levinson, 1990, p.23
  24. ↑ Gombrich, 1963; Wollheim, 1968, 1980; Goodman, 1968; Walton, 1970; Sagoff, 1978; Pettit in Schaper, 1983
  25. ↑ Meyer, 1956; Meyer, 1967
  26. ↑ Levinson, 1990, p.20
  27. ↑ Burton, 2015, p.4
  28. ↑ McPherson, 1993, 2005; Mills, 1991b,c, 2005; Priest, 1989; Schenck, 1989; as cited in Mills & McPherson, 2015, p.189
  29. ↑ Blumer, 1986, p.79, as cited in Burton, 2015
  30. ↑ Levinson, 1990, p.23
  31. ↑ Green, 2002, as cited in Gudmundsdottir, 2010, p.1
  32. ↑ Mills & McPherson, 2006, as cited in Gudmundsdottir, 2010, p.1
  33. ↑ McPherson & Gabrielsson, 2002; Mills & McPherson, 2006; Gordon, 2012; Mills & McPherson, 2015
  34. ↑ Burton, 2015, pp.1-2
  35. ↑ Cooper, 2003, as cited in Mills & McPherson, 2015, p.177
  36. ↑ Burton, 2011; Gordon, 2012; Gruhn, 2002; Pinzino, 2007; Reynolds, Long & Valerio, 2007
  37. ↑ Luce, 1965; Mishra, 1998
  38. ↑ Schön & Besson, 2002; Waters, Townsend & Underwood, 1998
  39. ↑ Fine (2006). "The effect of pattern recognition and tonal predictability on sight-singing ability". Psychology of Music 34 (4): 431–447. DOI:10.1177/0305735606067152. 
  40. ↑ Gudmundsdottir, H. R. (2010), "Advances in music-reading research", Music Education Research, ResearchGate, 12(4): 2, doi:10.1080/14613808.2010.504809
  41. ↑ McPherson, 1993, 1994b, 2005; Schleuter, 1997
  42. ↑ Mills & McPherson, 2015, p.181
  43. ↑ Schleuter, 1997
  44. ↑ Mills & McPherson, 2015, p.181
  45. ↑ Gudmundsdottir, 2010, p.6
  46. ↑ Dodson, 1983, p.4
  47. ↑ Palmer & Krumhansl, 1990; Sloboda, 1983; as cited in Gudmundsdottir, 2010, p.9
  48. ↑ Burton, 2015, pp.6-7
  49. ↑ Burton, 2015, p.6
  50. ↑ As cited in Gudmundsdottir, 2010, p.10
  51. ↑ Gudmundsdottir, 2010, p.10
  52. ↑ McPherson & Gabrielsson, 2002; Upitis, 1990, 1992; as cited in Mills & McPherson, 2015, p.180
  53. ↑ McPherson & Gabrielsson, 2002
  54. ↑ Burton, 2015, p.1
  55. ↑ Bonis, 1974, p.197
  56. ↑ International Kodaly Society, 2014
  57. ↑ International Kodaly Society, 2014
  58. ↑ Barkóczi (1977). Psychological examination of the Kodály method of musical education. Kecskemét, Hungary: Kodály Intézet. 
  59. ↑ Hallam (2010). "The power of music: Its impact on the intellectual, social and personal development of children and young people". International Journal of Music Education 28 (3): 269–289. DOI:10.1177/0255761410370658. 
  60. ↑ Cooper, 1994, as cited in Conn, 2001, p.4
  61. ↑ Toussaint (2010). "Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments". Journal of Applied Behavior Analysis 43 (2): 181–194. DOI:10.1901/jaba.2010.43-181. PMID 21119894. 
  62. ↑ Mangold (1978). "Tactile perception and braille letter recognition: Effects of developmental teaching". Journal of Visual Impairment and Blindness 72 (7): 259–266. DOI:10.1177/0145482X7807200703. 
  63. ↑ Crawford (2007). "Analysis of phonemes, graphemes, onset-rimes, and words with braille-learning children". Journal of Visual Impairment & Blindness 101 (9): 534–544. DOI:10.1177/0145482X0710100903. 
  64. ↑ Toussaint (2010). "Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments". Journal of Applied Behavior Analysis 43 (2): 182. DOI:10.1901/jaba.2010.43-181. PMID 21119894. 
  65. ↑ Australian Institute for Health and Welfare, 2017
  66. ↑ Hoegh-Guldberg (2012). Music Education Statistics. Archived from the original on 2020-02-22. Retrieved on 2023-10-28.
  67. ↑ Touissant & Tiger, 2010, p.181. There are no figures to show how low musical literacy is for this variable
  68. ↑ Ianuzzi (1996). "Braille or Print: Why the debate?". Future Reflections 15 (1). 
  69. ↑ Ianuzzi (1996). "Braille or Print: Why the debate?". Future Reflections 15 (1). 
  70. ↑ Levinson, 1990, p.26
  71. ↑ Hodges & Nolker, 2011, p.80
  72. ↑ Levinson 1990, p.19
  73. ↑ Hirsch, 1983, on “cultural literacy”; as cited in Levinson 1990, p.19
  74. ↑ Sarker & Biswas, 2015; Norton, 2005, as cited in Ardila, 2010, p.108
  75. ↑ Schalug, Norton, Overy & Winner, 2005, pp.221, 226
  76. ↑ Sarker & Biswas, 2015, p.108
  77. ↑ Sarker & Biswas, 2015, p.109
  78. ↑ Schlaug, Norton, Overy & Winner, 2005, p.226
  79. ↑ Sarker & Biswas, 2015, p.110
  80. ↑ Schlaug, Norton, Overy & Winner, 2005, p.226
  81. ↑ Weinberger, 1998, as cited in Csikos & Dohany, 2016, p.4
  82. ↑ Pitts, 2000, as cited in Csikos & Dohany, 2016, p.4
  83. ↑ Sarkar & Biswas, 2015, p.110
  84. ↑ As cited in Conn, 2001, p.4
  85. ↑ As cited in Conn, 2001, p.4

Akwụkwọ[dezie | dezie ebe o si]

  • Australian Institute of Health and Welfare (2017). Children's Headline Indicators: Literacy.
  • Ardila (2010). "Illiteracy: The Neuropsychology of Cognition Without Reading". Archives of Clinical Neuropsychology 25 (8): 689–712. DOI:10.1093/arclin/acq079. PMID 21075867. 
  •  
  • Barkóczi (1977). Psychological examination of the Kodály method of musical education. Kecskemét, Hungary: Kodály Intézet. 
  • (1974) in Bonis: The Selected Writings of Zoltan Kodaly. London: Boosey and Hawkes. 
  • Blumer (1986). "Symbolic Interactionism: Perspective and Method". 
  • Burton (2011). "Language Acquisition: A Lens on Music Learning", in Burton: Learning from Young Children: Research in Early Childhood Music. Lanham, MD: Rowman & Littlefield Education, 23–38. 
  •  
  •  
  • Crawford (2007). "Analysis of phonemes, graphemes, onset-rimes, and words with braille-learning children". Journal of Visual Impairment & Blindness 101 (9): 534–544. DOI:10.1177/0145482X0710100903. 
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