Skoči na glavni sadržaj

Sadržaj predmeta

Metodika nastave solfeggia

Opterećenje:
15(GL) + 20(P) + 10(S)
Izvođači:

doc. dr. sc. Nikolina Matoš (GL, P, S)

Opis predmeta:
nastava solfeggia na predškolskoj razini (početnički solfeggio) nastava solfeggia u osnovnoj glazbenoj školi i pripremnim razredima povezanost nastave solfeggia i nastave glazbala nastava solfeggia na srednjoškolskoj razini povezanost nastave solfeggia s ostalim glazbeno-teorijskim disciplinama kompetencije učitelja/nastavnika solfeggia učenje glazbenoga jezika (usvajanje glazbenih pojmova, odnosi tonova u tonalitetnom kontekstu, pamćenje, očekivanje, predviđanje i zamišljanje glazbenoga tijeka) glazbena percepcija i komponente glazbenoga sluha glazbeni diktat metode intonacije (relativna i apsolutna metoda; relativna i apsolutna solmizacija; glazbena abeceda) postupci vježbanja intonacije - rad na modulatoru i primjena fonomimike obrada ljestvica/tonaliteta u nastavi solfeggia dijatonika, kromatika/alteracije i modulacije bitonalitetnost, pantonalitetnost i atonalitetnost ritam i mjera sekundarna glazbena obilježja u nastavi solfeggia (dinamika, agogika, boja) primjena nastavnih metoda/strategija, sredstava i pomagala u nastavi solfeggia primjena IKT-a u nastavi solfeggia (primjena u nastavi i softveri za samostalno vježbanje) glazbeno stvaralaštvo u nastavi solfeggia
Obavezna literatura:

1. MZOŠ i HDGPP (2006). Nastavni planovi i programi predškolskog i osnovnog obrazovanja za glazbene i plesne škole. Zagreb: Hrvatsko društvo glazbenih i plesnih pedagoga MZOŠ i HDGPP (2008). Nastavni planovi i programi za srednje glazbene i plesne škole. Zagreb: Hrvatsko društvo glazbenih i plesnih pedagoga Udžbenici i zbirke za solfeggio za osnovne i srednje škole (prema preporuci nastavnika). Miessner, W. O. (1938). Absolute and Relative Tonal Systems. Music Educators Journal, 24 (4), str. 15+66-70. Thousand Oaks (CA): Sage Publications, Inc. Leuba, C. (2004). A Study of Musical Intonation. Vancouver: Cherry Classics Music Larson, S. (1988). The Value of Cognitive Models in Evaluating Solfege Systems. Indiana Theory Review, 14 (2), str. 73-116. Bloomington (IN): Indiana University Scholar Works Repository Larson, S. (1992). Scale-Degree Function: Cognition Research and Its Application to Aural-Skills Pedagogy. Center for Research on Concepts and Cognition, 67, str. 1-22. Bloomington (IN): Indiana University Scholar Works Repository Rojko, P. (1981). Testiranje u muzici. Zagreb: Muzička akademija, Muzikološki zavod Rojko, P. (1982). Psihološke osnove intonacije i ritma. Zagreb: Muzička akademija Rojko, P. (1996), Metodika nastave glazbe. Teorijsko-tematski aspekti. Osijek: Sveučilište J. J. Strossmayera Rojko, P. (2004). Metodika glazbene nastave, praksa 1. dio. Zagreb: ITG Rojko, P. (2012c): Glazbena pismenost - potreba ili anakronizam? Metodika nastave glazbe. Teorijsko-tematski aspekti (glazbena nastava u općeobrazovnoj školi), 48-53. Osijek: Sveučilište Jurja Strossmayera, Pedagoški fakultet Rojko, P. (2012d). Solfeggio kao učenje glazbenog jezika, ili, lingvistički pogled na solfeggio. Glazbenopedagoške teme, 53-88. Zagreb: Jakša Zlatar Vendrova, T. (1993). Intonation in Music. The Quarterly, Visions of Research in Music Education, 4(3), str. 23 -29. Lakewood (NJ): New Jersey Music Educators Association

Preporučena literatura:

2. Albersheim, G. (1960). The Sense of Space in Tonal and Atonal Music. The Journal of Aesthetics and Art Criticism, 19 (1), str. 17-30. Hoboken (NJ): Wiley-Blackwell / The American Society for Aesthetics Belegu, M. (1984). Analitičko-sintetička sposobnost u razvoju muzičkog sluha u nastavi solfeggia (doktorska disertacija). Zagreb: Filozofski fakultet Sveučilišta u Zagrebu Bentley, A. (1959). Fixed or Movable Do? Journal of Research in Music Education, 7 (2), str. 163-168. Thousand Oaks (CA): Sage Publications, Inc. / MENC: The National Association for Music Education Bergan, J. R. (1967). The Relationships among Pitch Identification, Imagery for Musical Sounds, and Musical Memory. Journal of Research in Music Education, 15 (2), str. 99-109. Thousand Oaks (CA): Sage Publications, Inc. / MENC: The National Association for Music Education Bobbitt, R. (1970). The Development of Music Reading Skills. Journal of Research in Music Education, 18 (2), str. 143-156. Thousand Oaks (CA): Sage Publications, Inc. Boberg, R. M. (1975). Ear-Opening Experiences with Rhythm and Pitch. Music Educators Journal, 62 (4), str. 32-39. Thousand Oaks (CA): Sage Publications, Inc. Bod, R. (2001). Memory-Based Models of Melodic Analysis: Challenging the Gestalt Principles. Journal of New Music Research, 30 (3), str. 1-10. San Francisco (CA): Academia.edu Borland, J. E. (1932). Musical Training through Tonic Sol-Fa. The Musical Times, 73 (1068) , str. 136-139. London: Musical Times Publications Ltd. Borland, J. E. (1936). Tonic Sol-fa and the Modes. The Musical Times, 1126 (77), str. 1095-1097. London: Musical Times Publications Ltd. Bossomaier, T., Snyder, A. (2004). Absolute pitch accessible to everyone by turning off part of the brain? Organised Sound, 9 (2), str. 181-189. Cambridge (UK): Cambridge University Press. Braucht, M. J. (2007). The Effect of Small versus Large Group Learning on Music Reading Accuracy (magistarski rad). Waco (Tx): Baylor University Press Brower, C. (2000). A Cognitive Theory of Musical Meaning. Journal of Music Theory, 44 (2), str. 323-379. Durham (NC): Duke University Press / Yale University Department of Music Carlsen, J. C. (1964). Programed Learning in Melodic Dictation. Journal of Research in Music Education, 12 (2), str. 139-148. Thousand Oaks (CA): Sage Publications, Inc. Carlsen, J. C. (1969). Developing Aural Perception of Music in Context. Journal of Research in Music Education, 17 (1), str. 47-50. Thousand Oaks (CA): Sage Publications, Inc. Cohen, A. J., Thorpe, L. A., Trehub, S. E. (1987). Infants Perception on Musical Relations in short Transposed Tone Sequencies. Canadian Journal of Psychology, 41 (1), str. 33-47. Ottawa (ON): Canadian Psychological Association Cohen, A. J., Trehub, S. E., Thorpe, L. A. (1989). Effects on Uncertainty on Melodic Information Processing. Perception & Psychoacoustics, 46 (1), str. 18-28. New York: Springer / The Psychonomic Society Conrad, W. J. (2007). Music Literacy and Sight-Singing Techniques used by Elementary and Middle School Music Teachers (doktorska disertacija). Columbus (OH): The Ohio State University Corrigall, K. C. (2012). Enculturation to Western Musical Pitch Structure in Young Children (doktorska disertacija). Hamilton (ON): McMaster University Costanza, A. P. (1971). Programed Instruction in Score Reading Skills. Journal of Research in Music Education, 19 (4), str. 453-459. Thousand Oaks (CA): Sage Publications, Inc. Covington, K., Lord, C.H. (1994). Epistemology and Procedure in Aural Training: In Search of a Unification of Music Cognitive Theory with Its Applications. Music Theory Spectrum, 16 (2), str. 159-170. Berkeley (CA): University of California Press Crumhansl, C. L. (1995). Music Psychology and Music Theory: Problems and Prospects. Music Theory Spectrum, 17 (1), str. 53-80. Berkeley (CA): University of California Press Cuddy, L. L., Lunney, C. A. (1995). Expectancies generated by melodic intervals: Perceptual judgements of melodic continuinity. Perception & Psychophisics, 57 (4), str. 451-462. New York: Springer / The Psychonomic Society Curtis, M. E.; Bharucha, J. J. (2009). Memory and Musical Expectation for tones in Cultural Context. Music Perception, 26 (4), str. 365-375. Berkeley (CA): University of California Press Deutsch, D. (1979). Octave Generalization and the Consolidation of Melodic Information. Canadian Journal of Psychology, 33, str. 201-205. Ottawa (ON): Canadian Psychological Association Dijanošić, B. (2009). Prilozi definiranju pojma funkcionalne pismenosti. Andragoški glasnik, 22, str. 25-35. Zagreb: Hrvatsko andragoško društvo Dijanošić, B. (2012). Funkcionalna pismenost polaznika osnovnog obrazovanja odraslih od trećeg do šestog obrazovnog razdoblja. Andragoški glasnik, 16 (1), str. 21-31. Zagreb: Hrvatsko andragoško društvo Dobszay, L. (1972). The Kodály Method and Its Musical Basis. Studia Musicologica Academiae Scientiarum Hungaricae, 14 (1/4), str. 15-33. Budimpešta: Akadémiai Kiadó Dooley, M. (2009). Effect of Three Methods of Teaching Music Literacy on the Development of First Graders Tonal Music Reading Proficiency (doktorska disertacija). Chicago: DePaul University Duke, R. A., Geringer, J. M. i sur. (1988). Effect of Tempo on Pitch Perception. Journal of Research in Music Education, 36 (2), str. 108-125. Thousand Oaks (CA): Sage Publications, Inc. Dykema, P. W. (1948). Some Fundamental Questions about Music Reading. Music Educators Journal, 35 (1), str. 24-26. Thousand Oaks (CA): Sage Publications, Inc. / MENC: The National Association for Music Education Eastlund-Gromko, J., Poorman, A. S. (1998). Developmental Trends and Relationships in Childrens Aural Perception and Symbol Use. Journal of Research in Music Education, 46 (1), str. 16-23. Thousand Oaks (CA): Sage Publications, Inc. Eastlund-Gromko, J.; Russell, C. (2002). Relationships among Young Childrens Aural Perception, Listening Condition, and Accurate Reading of Graphic Listening Maps. Journal of Research in Music Education, 50 (4), str. 333-342. Thousand Oaks (CA): Sage Publications, Inc. Ellis, A. J. (1886). Tonic Sol-fa Minor Scale. The Musical Times and Singing Class Circular, 27 (523), str. 547-549. London (UK): Musical Times Publications Ltd. Forero-Hordusky, K. (2012). Curwen Hand Signs and Pitch Accuracy in Sight-Reading in the Secondary Choral Classroom (magistarski rad). Colorado Springs (CO): Colorado College Fuller-Maitland, J. A. (1921). Tonic-Sol-Fa; Pro and Con. The Musical Quarterly, 7 (1), str. 68-72. Oxford: Oxford University Press George, A. (1922). Notes versus Tones. The Musical Quarterly, 8 (2), str. 256-264. Oxford: Oxford University Press

Legenda

  • P - Predavanja
  • S - Seminar
  • GL - Ostale glazbene vježbe