| Abstract [eng] |
The master's thesis examines the aspects of applying inclusive rhythm development methods in the initial stage of piano teaching. The relevance of the study is determined by the growing focus on inclusive education and the application of innovative methods in music pedagogy. Rhythm perception is a crucial component of piano instruction, and its development directly affects students' performance quality, musicality, and motivation to learn. The aim of the study is to reveal the significance and effectiveness of inclusive rhythm development methods in the piano teaching process. The research analyzes various methods such as musical games, body percussion, ensemble playing, and the use of technology to encourage students' active engagement and better rhythm perception. The research methodology includes an analysis of scientific literature, pedagogical observation, and interviews with piano teachers. The qualitative research data reveal that the application of inclusive methods not only improves students' sense of rhythm but also enhances their motivation, fosters self-expression, and stimulates creativity. Teachers note that such methods help convey rhythmic structures more effectively and reduce learning barriers. The study results indicate that integrating inclusive methods into piano lessons is a purposeful and beneficial pedagogical approach. This methodology can be successfully applied to various age groups, adapting to the different needs and abilities of students. The thesis provides recommendations for piano educators to optimize rhythm development and improve teaching quality. The conclusions of the study emphasize the importance of inclusive rhythm development methods in music education and their positive impact on the initial stage of piano instruction. |
