DOI: 10.36871/hon.202004001
Authors
N. I. Yefremova
Magnitogorsk State Conservatory (Academy) named after M. I. Glinka, Magnitogorsk, Russian Federation
Abstract
Although the development of rhythmic and intonation models of the main genres has not been widely spread in music pedagogy, it is very relevant for the music and rhythmic education for beginners. From this point of view, the article substantiates the expediency of continuous work on selecting rhythmic intonations as semantically significant structural units of the musical process for rhythmic lessons, providing targeted music and rhythmic education. The article discusses from different angles the defining value of a thoughtful attitude to the meaning of sounding intonations, which is especially important for adequate orientation in the semantics of musical genres and subsequent motor embodiment. The article reveals the need to significantly expand the content of the “Rhythmic” discipline through the plastic modeling of speech intonations, especially poetic (rhythmically organized) speech, vocal music, as well as various genres of instrumental music.
Keywords
“Rhythmic” discipline, speech intonation, musical intonation, musical language, musical speech, rhythmic intonation
