THE ROLE OF MUSIC-THEORETICAL DISCIPLINES IN PEDAGOGICAL ACTIVITY

Abstract

The interconnected system of music-theoretical disciplines—solfeggio, harmony, polyphony, and musical analysis—makes it possible not only to form but also to develop students’ aural musical perceptions in pedagogical practice.

            The continuity of the processes of formation and development presupposes reliance on the presence of musical hearing and emphasizes its importance, while its development is made possible through purposeful and consistent work within the framework of music-theoretical disciplines.

         In practical activity, the comprehensive and harmonious development of an individual requires the presence of such prerequisites that will contribute to the full implementation of music-theoretical subjects and ensure a continuous chain of theoretical processes, in which the primary importance is the conscientious work of the teacher carried out on a proper foundation, thereby creating conditions for developmental prerequisites.

         The viewpoints and perspectives selected from the works of various educators will enable both school students and university students to expand their understanding of music-theoretical subjects.