Seeking for value-based interpretation in musical instruction
ENQuite numerous researches have analyzed how and why children listen to music and what the attitude of the young is to the music that has been listened to. However, the dependence of value-based interpretation on variety of the ways how the music is listened to has not been widely analyzed. The study of natural students’ responses to music revealed that associative responses in listening to music are dominant, as compared with abstract or formal reactions. Even so, students’ responses to music and reasons for listening to it are far from consciously reflective, mindful and value-based. Consequently the aim of this research is to explore how different ways of listening to music can be employed in teaching pupils to interpret music mindfully, looking for its deep meaning and value- based sense. The current research investigates how higher-grade students’ associative responses to music are employed while listening and interpreting piano piece “Pavane” by Maurice Ravel, comparing spontaneous interpretations with those directed by the teacher, channeling students’ activity into a certain area related to contexts, values and meanings. The data obtained was analysed qualitatively and quantitatively using a mixed method of research. It revealed that reflective and value-based interpretations are not natural for higher-grade students. Value-based insights in interpretations are highly dependent on teacher’s intentions: especially concerning directedness of the tasks which are aimed at evoking value-related associations and generating meanings. The most effective model of task is the one that triggers students’ imagination, touching upon fields important or interesting for them. Then music can become a powerful tool of enhancing a value-based development of personality.
