HOLISTIC APPROACH TO DEVELOPING TEXTBOOKS FOR CHILDREN-BEGINNERS IN PIANO PLAYING

• Authors: Ineta Zīmele – Šteina
• Languages of publication: EN

Abstracts

EN

The paper presents a summary of a four-year long research on the text books in piano playing for the beginners. On the one hand, today, changes in paradigms are discussed much about (child-centered education), national standards are defined and author programmes have been developed by teachers; on the other hand, teaching aids adequate to the new paradigm and aimed at promoting 5-7 year old children’s education in piano playing do not exist. The Aim of the Study is to formulate holistic approach-based principles that would underlie the development of a contemporary, scientifically valid teaching aid in piano playing for 5-7 year old children. Research subject: holistic approach to the development of a teaching aid in piano playing for 5-7 year old children. Research object: principles of developing a teaching aid. The research results in defining the holistic approach-based principles for developing a teaching aid: gradualness, visuality, musical diversity, compactness, regularity, esthetics, national/ multinational principle, perceptibility, adequacy to the age, self-creation and scientific principle. On the basis of these principles, a text book for 5-7 year old children has been designed by the author and assessed by experts. The research data are analyzed both qualitatively (surveys of teachers and pupils’ parents) and quantitatively (method of experts’ conclusions). A textbook could help to comprehend what is happening at music lessons and easier join the piano training process, and it could also make the piano training process, whose participants are children, teachers and parents, more diverse and creative.

Keywords

EN

piano playing; teaching aid; beginner in instrument playing; holistic approach

• Publisher: Sciendo
• Journal: Signum Temporis
• Year: 2012
• Volume: 5
• Issue: 1
• Pages: 37-47

Dates

published

2012-06-01

online

2014-03-25

Contributors

author

Ineta Zīmele – Šteina

• Daugavpils University, Latvia

References

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Identifiers

DOI

10.2478/sigtem-2012-0051