PT Journal
AU Herden, J
SO e-Pedagogium
PY 2003
BP 155
EP 159
VL 3
IS 88
AB Every situation, which faces the form of the problem in front of the student, is not specified so much. Its structure does exist, but it was only not founded out up to this moment. To learn something means to find out, which means to understand during the listening, what´s the structure of the piece about, to find its partial structural components and its relations. Vocal, instrumental, motoric and dramatic activies at lessons of music make conditions for decoding such semantic important details. Student is preparing to answer two basic questions: How´s the music, we´re listening to? --Why is it such as this? Those examples of semantic analyses [1 - 4] are simulating perefct situations for earmarking components, comparing different music pictures and considering the function of its intentional changes.
ER