Publication details
Listening to Music in Music Education at Elementary Schools in the First Half of the 20th Century
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| Year of publication | 2016 |
| Type | Appeared in Conference without Proceedings |
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| Description | Teaching of Music education was right from the beginning of music development characterized by different functions in the perception of the music, which have had, of course, changed significantly during the evolution of music. Even in song-books of Ferdinand Sládek, Stanislav Jiránek and Ant. Kheil from the 1928–1937 comes singing and its training by using intonation methods to the foreground. The dispute, which methods are the best – if Battke’s and its modifications, Lýska’s or Daniel’s – had persisted for a long time. Emphasis was placed on the national, patriotic and religious songs. Music education is not only singing, the significant part of a comprehensive music education also includes the ability to listen to the music. It is, therefore, an important task of receptive education to increase students’ persistent interest in music and teach them to understand and listen to music. At the same time it helps the students to develop musical abilities such as musical imagination or musical memory. During the beginning of the 20th century music educator Konrád Pospíšil emphasised the importance of listening to music in lessons. He also, ahead of his time, pointed out the possibilities of using modern teaching aids. At that time listening to the music works of art, receptive education, emotionally affected human emotional relationships with people (Smetana: The Bartered Bride ), society (L. v. Beethoven: Egmont), and the nation (Smetana: Libuše). Patriotism had been further strengthened by songs of Antonín Dvořák and Zdeněk Fibich and Vítězslav Novák. Lack of teaching children to classical music and failure to awaken a direct interest in music, must lead to the fact that the current general music education almost does not contribute to the education of future listeners of artificial music. |
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