Contemporary approaches in Russian instructive literature for initial teaching of solfeggio

Abstract

The Russian instructional literature for the initial teaching of solfeggio, brings a turning point in relation to the presentation of teaching material in the literature of the 20th century, where the main goal ‒ the development of musical hearing was achieved through auditory analysis and music dictation. Studies have shown that in the 21st century pupils there is a decrease in psychophysical activities, a decline in motivation and a lack of interest. That's exactly what influenced most Russian authors to opt for a different concept of content exposure, where the primary place was played by a music game in three basic sights: play-story, play-role and competition. Significant place was given to didactic illustrations that contribute to the memory and understanding of concepts from music theory. A new approach is also seen in the presence of the story of music, which is the starting point for the creation of an associative music base. In them, the connection of content is realized through various forms of work (melodic, improvisation, piano accompaniment). Standard areas of teaching solfeggio, such as music dictation, rhythm and music theory, are still present in the manuals, but the transformation has been made in the realization and organization of teaching material. The methodological approach of the Russian authors, the concept based on the principle of "lesson-play", the presentation of teaching materials based on colorful ideas, enabled the preservation of the continuity of traditional solfeggio teaching and made the manuals more attractive and more acceptable to modern generations.