scholarly journals Pedagogical system of piano technique evolution in the works of M. Moszkowski

2019 ◽  
Vol 52 (52) ◽  
pp. 119-131
Author(s):  
Oksana Mits
Keyword(s):  
High School Students ◽  
Educational Practice ◽  
School Students ◽  
Piano Technique ◽  
Typical Structure ◽  
Music Schools ◽  
Performance Style ◽  
Piano Etudes ◽  
Piano Repertoire ◽  
Figurative Thinking

Statement of the problem. The paper is devoted to the analysis of the pedagogical system of piano technique evolution which developed in the works of an outstanding Polish composer, pianist, teacher and conductor M. Moszkowski. Under consideration are pedagogical principles of the musician, his extensive editing work. Under analysis is the instructive pedagogical repertoire of Moszkowski: “School of double notes” op. 64, “A Book of Scales”, which outlines the fingering principles of the musician, etudes op. 72, 78, 91, 92, a collection of compositions “The Master and His Pupil” op. 96 and “Technical sketches” op. 97. The arsenal of techniques used in these works is rich and diverse, which emphasizes the artistic advantages of these compositions. The value of M. Moszkowski’s pedagogical system in the evolution of piano technique and development of a young pianist is defined, since the pedagogical works of the composer can still serve as a good help for middle and high school students of music schools and colleges. The purpose of the article is to reveal the value of M. Moszkowski’s pedagogical system in the evolution of piano technique and development of a young pianist. Methods. The methodological basis of the study is the unity of scientific approaches, among which the most important is a functional one, associated with the analysis of the genre as a typical structure. Results. The study of M. M. Moszkowski’s piano etudes became a significant contribution to the development of West-European art of the second half of the 19th and early 20th centuries. The analysis of etudes allowed highlighting a free choice of figurative and stylistic priorities, tendency towards small size, focus on a certain type of technique, expressiveness of technically virtuoso tasks, use of simple forms, artistic diversity, prevelance of light mood and moving pace. These piano exercises are clearly presented as an integral part of Moszkowski’s pedagogical method, as well as the specifics of the author’s performance style. Moszkowski’s etudes are a kind of bridge between virtuosity skills and bright images, they help not only improve the technique but also develop student’s musicality. Undoubtedly, this approach provides a solid foundation in all areas of piano performance. Moszkowski’s etudes are less difficult to study, they have technical value that can be quickly acquired, but at the same time they are sustainable and program. Sometimes Moszkowski treats the etude genre very freely: as a substitute for another genre (Two miniatures op 67) as part of the dilogy cycle (Caprice-etude and Improvisation op. 70) and others. These works are little used in modern performing practice. At the same time, they represent a very interesting material that clearly reflects the distinctiveness of musical language of late romantic pianists, to which Moszkowski belonged. Conclusions. Special attention should be paid to the composter’s great contribution to the enrichment of the instructive piano repertoire. Unfortunately, pedagogically orientated works are not so often performed in today’s educational practice. Only 15 virtuoso etudes from op. 72. are widely used. It would be very useful for young musicians to get acquainted with numerous etudes of the composer, since they are of unquestionable interest from the viewpoint of the development of both technical skills and figurative thinking of students. This publication is intended to attract the attention of teachers and performers to wider mastering of piano etudes by M. Moszkowski, which would greatly enrich modern piano repertoire. Unfortunately, many piano compositions of the composer, which were created with a pedagogical purpose, are not used widely enough in educational practice today. Many of them are aimed at the development of elementary piano skills necessary for the development of a young performer: five-finger position, scale sequences, and chords. They are very important, that is why they are described in easy etudes, systematizing the basic forms of virtuosity. Such compositions of Moszkowski take the performer from the basics to the tasks of the highest virtuoso difficulty. His pedagogical system allows us to gradually and systematically improve pianism. The piece must be learnt in a certain sequence: mastering the musical text; playing in the tempo specified by the composer; analysis of the content of the work. Indeed, the performer should be able to divide the work into certain stages, especially if it concerns etudes – to strive for the maximum clear statement of the technical task, excluding anything that could hinder its accomplishment.

scholarly journals Your Voice Counts: Listening to the Voice of High School Students With Autism Spectrum Disorder

2011 ◽  
Vol 35 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Beth Saggers ◽  
Yoon-Suk Hwang ◽  
K. Louise Mercer
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Student Perspective ◽  
Small Scale ◽  
School Students ◽  
School Communities ◽  
Students With Autism

AbstractSupporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.

scholarly journals Socialization of a Personality in Rural and Mountainous Conditions in the Context of Professional Education

2014 ◽  
Vol 1 (2-3) ◽  
pp. 166-170
Author(s):  
Yulianna Mokanyuk
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Formation ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Career Guidance ◽  
Educational Practice ◽  
Mountainous Areas ◽  
School Students ◽  
Educational Work

The article discusses the features of socialization in education and educationalenvironment in rural and mountain schools. The author analyzes the characteristics of vocationalguidance for adolescents; components of career guidance in schools in rural and mountainousareas. The author believes that the need to create and implement proactive forms and technologiesto learn. It is primarily about school degree, since it is in the high school age formed the basis ofsocial identity formation. This motivated the study of the methodological aspects of the educationof pupils in schools in rural and mountainous areas. Targeting high school students forprofessional work in general secondary education system needs rethinking science, the result ofwhich should be the introduction of educational practice new meaning of educational work, newforms of career guidance. Before modern rural and mountain schools acute problem enhancecareer guidance activities. The main content of professional orientation of young people in ruralareas is to cultivate students' professional interests to sustainable agriculture in the daily academicand extracurricular activities. In this connection it is necessary to start adequate training forinnovative development of rural and mountainous areas in need of systematic approach to trainingprocess that involves complex requirements, which form a system of nature.

Implementation of Didactic Principles of Students’ Research Potential Development in Subject Oriented Education

2015 ◽  
Vol 3 (4) ◽  
pp. 56-66
Author(s):  
Макотрова ◽  
Galina Makotrova
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Practice ◽  
School Students ◽  
Potential Development ◽  
The Relationship ◽  
Development Of Students

The article deals with the essence of the concept of "development of students’ research potential", shows the relationship between didactic regularities and principles of development of students’ research potential, specifies the ways to implement the didactic principles of high school students’ research potential development in subject oriented educational practice.

scholarly journals A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?

2021 ◽  
Vol 11 (3) ◽  
pp. 711-725
Author(s):  
Cirenia Quintana-Orts ◽  
Sergio Mérida-López ◽  
Lourdes Rey ◽  
Natalio Extremera
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
High School Students ◽  
Satisfaction With Life ◽  
Educational Practice ◽  
Well Being ◽  
Subjective Well Being ◽  
School Students ◽  
Bully Victims ◽  
Regulation Of Emotion

Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.

scholarly journals Characteristic of the concept "entrepreneurial culture" in the context of its formation in high schools

2021 ◽  
Author(s):  
Л.Ф. Ахметова ◽  
В.Г. Закирова
Keyword(s):  
High School ◽  
High School Students ◽  
Social Relations ◽  
Personal Growth ◽  
Educational Practice ◽  
Business Environment ◽  
School Students ◽  
Economic Relations ◽  
Entrepreneurial Culture ◽  
High Level

В настоящее время в образовательной практике по вопросам формирования у старшеклассников предпринимательской культуры наблюдаются определенные противоречия, в частности, такие, как: между неполными знаниями у старшеклассников о нормах этики в предпринимательской среде и требованиями к этической культуре предпринимателей; между высоким уровнем требований к предпринимательской культуре и недостаточным уровнем методического обеспечения формирования данного вида культуры. При этом наблюдаемые порой нарушения нравственных и правовых требований, а также противоречий, вытекающих из объективных общественных отношений, как правило, недооцениваются и своевременно не разрешаются. Исходя из этого, становится очевидным создание системы качественной помощи старшеклассникам в адаптации к новым экономическим отношениям путем создания условий для их личностного роста и на этой основе формирования готовности к осознанному выбору профиля обучения, связанного с будущим профессиональным становлением [1;2]. Целью данной статьи является системное раскрытие социально и личностно значимых характеристик предпринимательской культуры индивида, обладающего способностью отбирать для себя целесообразную экономическую альтернативу, что предполагает наличие в действиях предпринимателя своих закономерностей и особенностей. Все это в целом определило актуальность данного исследования, что связано с раскрытием сущностно-содержательной характеристики понятия «предпринимательская культура». С учетом заявленной проблематики в статье рассматриваются следующие аспекты: сущность предпринимательской культуры; структурные компоненты предпринимательской культуры; атрибуты коммерческой деятельности; важнейшие положения предпринимательской культуры относительно формирования ее у старшеклассников. Результатом исследования явилось положение о необходимости включения молодых людей в самостоятельную практическую деятельность, связанную с их вхождением в такую социальную структуру общества как «предприниматели» с их культурой и ориентацией на развивающуюся рыночную экономику. Currently, there are certain contradictions in educational practice on the formation of an entrepreneurial culture among high school students. They are: between the incomplete knowledge of high school students about the norms of ethics in the business environment and the requirements for the ethical culture of entrepreneurs; between the high level of requirements for entrepreneurial culture and the insufficient level of methodological support for the formation of this type of culture. At the same time, sometimes observed violations of moral and legal requirements, as well as contradictions arising from objective social relations, as a rule, are underestimated and are not resolved in a timely manner. Proceeding from this, it becomes obvious to create a system of high-quality assistance to older graders in adapting to new economic relations by creating conditions for their personal growth and, on this basis, the formation of readiness for a conscious choice of a training profile associated with future professional development. The purpose of this article is a systematic disclosure of socially and personally significant characteristics of the entrepreneurial culture of an individual who has the ability to select a reasonable economic alternative for himself, which implies the presence of his own laws and characteristics in the actions of an entrepreneur. All this as a whole determined the relevance of this study, which is associated with the disclosure of the essential and substantial characteristics of the concept of "entrepreneurial culture". Taking into account the stated problems, the article examines the following aspects: the essence of entrepreneurial culture; structural components of entrepreneurial culture; attributes of commercial activities; the most important provisions of entrepreneurial culture regarding its formation among high school students. The result of the study was the provision that it is necessary to help the inclusion of young people in independent practical activities associated with their entry into such a social structure of society as "entrepreneurs" with their culture and orientation towards the developing market economy.

scholarly journals Opera for children-performers in the work of contemporary choir conductors

2020 ◽  
Vol 56 (56) ◽  
pp. 281-298
Author(s):  
O.A. Kuzmina
Keyword(s):  
High School Students ◽  
Fairy Tale ◽  
Musical Training ◽  
Practical Experience ◽  
Music Theater ◽  
School Students ◽  
Music Schools ◽  
Complex Approach ◽  
Clear Result ◽  
Characteristic Features

Background. Operas for children-performers emerged almost two centuries ago. The first authors who began creative experiments in this field were amateur composers. In the second half of the 19th century opera for childrenperformers attracted the attention of music teachers who by education were often choir conductors. These authors created their works considering capabilities and needs of their students. The 20th century operas intended for children performance mainly were composed by professional composers, whose works have finally crystallized and sustained characteristic features of this genre. In the 21st century, professional composers are turning to the opera genre for children-performers as actively as their predecessors. At the same time, this area again attracts the attention of authors who are practitioners in choir conducting and are not composers by education but work closely with children groups and write operas based on practical experience with such choirs. The objective of this study is to introduce little-known operas by Ye. Karpenko and P. Stetsenko (both are choir conductors) for children-performers into the scientific discourse and to define their genre features. The methodological ground of the article is a complex approach that involves the following analytical methods: systemic, structural, comparative, historical. Research results. In 2006, Yevhen Karpenko created the opera “Sribna Divchynka” (“Silver Girl”; the libretto by Serhiy Diachenko after the fairy tale by Tamara Khvostenko). The work has the author’s genre designation “opera-fairy tale for children”, which specifies both, the target audience and the team of performers. There are four characters that have solo sayings. The opera features a personalized choir divided into groups, and the mimic character. The composition consists of two acts divided into completed separated numbers (8 in the first act and 7 in the second one). Between them are spoken scenes of varying length, which in this context perform a function similar to recitative in the traditional operatic model. The main form of solo, ensemble and choral expression in “Sribna Divchynka” is a song. The vocal parts do not fall outside of children voices diapason, except for the solo of Zirnytsa (the adult personage, the mother of Silver Girl) and completely correspond to their possibilities. The melody in the solo and in the ensemble-choral numbers is performed in unison allowing to absorb the material of the opera faster even for children without prior musical preparation. The piano part at “Silver Girl” is multi-functional; its level of complexity makes it possible to involve as accompanists even middle and high school students in music schools or studios. Yevhen Karpenko created the opera for children-performers, which organically combines established genre traits with modern genre and style techniques. “Sribna Divchynka” is the work of universal nature, because it can be performed by children without prior musical training, as well as by those who already have some musical and stage experience. “The Three Hermits” (2016; libretto by Tandy Martin based on the story by L. Tolstoy) by Paul Stetsenko reflects contemporary processes in the field of opera with moral and ethical coloring for children-performers. The author attributes the work to the genre of church opera. That affects both the nature of the drama collisions and the location of the action. The central part of the work retains all the main characters of the story. In Prologue, P. Stetsenko added the new personages: Teacher and the Children. The composer does not prescribe the timbre specialization of the protagonists giving freedom to choose within the available voices. The opera consists of six scenes, framed by Prologue and Finale (Stetsenko chooses a scene as a compositional and dramaturgical unit). The scenes are separated from each other in key and completed musically. Representing the heroes of the opera, the composer gravitates more to the dialogic scenes, where the plot develops, than to the solo statements. In “The Three Hermits”, the choir plays an important role. It is personified and participates in the action representing the Children in the Prologue, the Pilgrim in the main part and the Finale, and also functions as a commentator. The opera contains three leitmotifs: “motive of prayer”, “theme of the Bishop”, “motive of the waters”. The composition of the work has an arched construction that connects two spaces of action – the “real” one and the “parable” one. Stetsenko’s “The Three Hermits” proves that with the simplicity of the typological features of the opera genre for children-performers (relatively small length, piano accompaniment, the range of vocal parts that corresponds to the age of the performers) it is capable of embodying deep ideas, wisdom of a parable, stable characters, to involve children to the spiritual and religious experience of the past and eternal moral truths. Conclusions. Thanks to the practical experience of Ye. Karpenko and P. Stetsenko, their collaboration with real children’s groups (in particular, the Children Music Theater “Dzvinochok” in Sumy, Ukraine, and the choir of Westminster Presbyterian Church, Alexandria, Virginia, USA) operas created by them meet the capabilities and needs of young performers: parts have the appropriate for children’s voice range; the tunes are simple and easy to remember; the action develops dynamically, there are no stretched conversation scenes; there are a sufficient number of actors; the duration of the works is approximately 30–35 minutes. Thus, these two operas for children-performers are a clear result of the fruitful collaboration between children’s groups and choir conductors who have the composer vocation.

scholarly journals What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

2019 ◽  
Vol 34 (5) ◽  
pp. 491-527 ◽  
Author(s):  
Jennifer A. Fredricks ◽  
Alyssa K. Parr ◽  
Jamie L. Amemiya ◽  
Ming-Te Wang ◽  
Scott Brauer
Keyword(s):  
High School ◽  
High School Students ◽  
Mixed Methods ◽  
Mixed Method ◽  
Urban Adolescents ◽  
Educational Practice ◽  
Mixed Methods Study ◽  
School Students ◽  
External Incentives ◽  
Engagement And Disengagement

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement. From these interviews, we tested whether these factors were statistically significant predictors of engagement and disengagement in a sample of 611 middle and high school students. In the majority of models, these predictors were significantly related to engagement and disengagement in the expected direction. Implications of findings for educational practice are discussed.

scholarly journals Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Rebecca Lazarides ◽  
Angela Ittel
Keyword(s):  
High School Students ◽  
Latent Class ◽  
Instructional Quality ◽  
Attitudes Toward Mathematics ◽  
Educational Practice ◽  
Male Students ◽  
Self Concept ◽  
Research Approach ◽  
School Students ◽  
Mathematics Classrooms

Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this “challenging pattern.” Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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