| Abstract [eng] |
The thesis discusses the contents of vocal education at different levels of education. The aim of the Master’s thesis is to identify the peculiarities of vocal education at different levels of education. To achieve the aim, the following objectives were set: to discuss the concept, methods, goals, tasks, etc. of vocal education; to understand the expression of vocal education in different stages of human development; to determine the attitudes of teachers towards the contents of vocal education and the developed skills at different ages; to determine the attitudes of students towards the contents of vocal education and the developed skills at different ages. The research object is the contents of vocal education at different levels of education. The interviews were attended by 6 educators with work experience in vocal education at different ages and 4 educators working with preschool children and primary school students. The questionnaire involved 80 students and adults. The study results revealed that vocal education is an activity comprising a number of integral elements ranging from musical elements (articulation, enunciation, breathing), individual and social competences (communication, conflict management, etc.) to self-expression (participation in music concerts, self-realization). Teachers who work with junior and middle school students in vocal classes help them develop and improve their vocal intonation, ear for music and vocal ability, artistic self-expression, creative and emotive skills, and encourage students to be expressive in their music performances matching gestures with the tunes. Teachers working with senior school students aim to consistently and purposefully train students’ vocal skills, musicality and aesthetic understanding by helping them to develop musical competence. They also teach students to harmonize their voice with that of the student standing next to them. While working with adults, teachers put the greatest emphasis on vocal register control and correct breathing techniques. Moreover, they also focus on articulation, enunciation training, emotional expression in performing a piece of music, etc. The quantitative research revealed that, during vocal classes, teachers take into account all components such as age, musical experience, existing skills, etc.; therefore, when working with pre-school children and primary school students in vocal classes, teachers seek to ensure precision of intonation, artistry and artistic self-expression through games and improvised exercises. Articulation and diction are taught, and emotional aspects of performance are improved with school-age children (aged 11–14). At this level of education, teachers use voice training exercises that help to learn how to control vocal register and relaxation exercises. When working with students aged 15–18, teachers teach them breathing techniques and promote their creativity through the creative method and teach them how to write music. Demonstration method for solfeggio and stage movement exercises to ensure lively performance are used with students aged 19–22. Development of musicality, aesthetic understanding and expression while performing are pursued by teachers with students aged 23 – 30. When working with older students, teachers seek to educate musical and vocal hearing and teach precision of intonation. In their work with these groups of respondents, teachers choose exercises to warm up the voice. |
