The diagnostic stage of comprehensive musical ear training for students of arts faculties in the context of integrative learning

Abstract

The article discusses the problem of comprehensive development of musical hearing in students of arts faculties in the context of integrative learning. It has been established that one of the prerequisites for the success of professional training of students of arts faculties is a well-developed musical ear, without which it is impossible to fully develop musical literacy, expressiveness of performance, improvisational and compositional skills, etc. It has been determined that the effective development of musical hearing in students of arts faculties as a single musical-auditory complex of its varieties (harmonic, melodic, timbral, metrorhythmic, etc.) requires a comprehensive approach both at the theoretical level and during experimental work.

For maximum reliability of the experimental results, emphasis is placed on the importance of establishing levels of musical ear development both at the initial stage of integrative professional training and at its final stages. For pedagogical diagnostics aimed at determining the state of development of the modal-harmonic, perceptual-melodic and timbre-dynamic structural components of musical hearing in students of arts faculties, appropriate diagnostic tools were selected and implemented. These include binary methods, solfeggio method, auditory dictation, expert assessment method, modal-functional analysis of scores, comparative analysis of register, texture, tempo-rhythmic elements of timbre, etc.

The summary of the results of the diagnostic stage showed that the low level (37.28%) of musical ear development in students of arts faculties prevailed over the average (48.39%) and high (14.33%) levels, which confirms the feasibility of developing an author's methodology for the formation of types of musical hearing in students of arts faculties in the context of integrative learning.