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dc.contributor.authorOravec, Lina-
dc.contributor.authorSteffens, Julia-
dc.identifier.citationMusica Paedagogia Pilsnens. 2021, č. 1, s. 34-43..cs
dc.identifier.issn2788-0087 (Print)-
dc.identifier.issn2788-0095 (On-line)-
dc.description.sponsorshipReg. No. MK ČR E 24275en
dc.format10 s.cs
dc.publisherUniversity of West Bohemia in Pilsenen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licenceen
dc.subjectzákladní školacs
dc.subjectvšeobecné hudební vzdělánícs
dc.subjectzakotvená teoriecs
dc.titleKoblenz grounded theory research on movable-do solfège in German primary schoolsen
dc.description.abstract-translatedThis article briefly introduces four Grounded Theory studies on the movable-do solfège ap - proach in German primary schools, all conducted at the University of Koblenz-Landau. Two interview studies by master students (1) Susanne Becker (2018) and (2) Julia Steffens (2019) were conducted independently of each other. A meta-study by Lina Oravec and Julia Steffens (3) connected both their data (Oravec, Steffens 2021; Oravec, 2021). This article focuses mainly on the meta-study, before outlining a possible future dissertation project by Julia Steffens (4). Our meta study (3) seeks an explanation for the central phenomenon of the students’ decreasing motivation to practice solfège. This phenomenon has been described by both students and teachers, who at the same time also spoke enthusiastically of this method and its obvious effects on pitch accurate singing. As causal conditions for the phenomenon we could easily detect an age effect, a tiring effect and an expert effect that make the children feel “too cool” for a method which seems increasingly “childish” in the surrounding world of the regular scale using letter notation, not solfège. Another reason hidden in the data became apparent: the teachers’ output orientation was found to be limited mainly to pitch accurate singing, which is achieved surprisingly quickly and well. Other potentials of the method are – partly consciously, partly unconsciously – neglected by the interviewed teachers. While all of them introduce solfège to the children as early as possible in order to reach a habituation effect before the phase of decreasing motivation, they deal differently with the beginning of this phase: some just avoid solfège from third grade on, while others prepare extraordinarily well for their lessons with third and fourth graders or also include letter notation and instru- ments in their solfège practice.en
dc.subject.translatedprimary schoolen
dc.subject.translatedgeneral music educationen
dc.subject.translatedgrounded theoryen
Appears in Collections:Číslo 1 (2021)
Číslo 1 (2021)

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Please use this identifier to cite or link to this item: http://hdl.handle.net/11025/46733

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