| Abstract [eng] |
Dissertation contains theoretical research which allowed to describe and to evaluate possibilities of application of phenomenological method in music education and to foresee the approaches of the teacher who works based on this method, focusing on teacher’s narrative. Seeking to highlight the specificity of a student’s aesthetic perception, the context of musical education at a music school had been chosen when an individual meeting of a teacher and a student in the lesson of a particular musical instrument takes place. Because of its singularity for every person to accept it as their own meaning of experience, as a phenomenon, music is favourable to grasp phenomenal aesthetical experience of students. Unique aesthetic experiences of the students and approaches of the teachers, which are vital to recognise the aesthetic perception of a student, were analized using phenomenological method. It is examined, how and by what linguistic means teacher conveys the musical meaning. Using unstructured interview with the teachers and students and also by observing the lessons, empirical research was conducted, revealing the importance of the narrative as a method, which helps to highlight unique experiences and to grasp the aesthetical perception of the students. It also showed the influence of teacher on a student as a result of internecine interaction while transferring the musical meaning in the process of musical education. The teacher, transferring the musical meaning through narrative, on the one hand, direct a student to the desired object of perception, on the other hand, through metaphor and imaginative interpretations opens up a variety of choices to understand the meaning in the student’s own way and to convey it through expression. It is revealed that, basing on phenomenological insights, the music perception in the educational process can be identified through four components: time, space, performance / play and feel, and it proved to be a significant aspect developing phenomenological perspectives of the methodology of the music education. |
