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external or internal hearing training – since hearing is an active
activity of consciousness.
5.3 Research results
The development of musical abilities of the two examined
groups was monitored by observing each musical dimension.
These are: 1. rhythm, 2. hearing – writing, 3. hearing –
reproduction, 4. musical instrumental reproduction.
There was a positive result in each of the four areas examined. In
the field of rhythm, the development showed an improvement of
12.71%, in the field of hearing-writing, 15.62%, and in terms of
hearing-reproduction, 45.83%. The fourth area showed the
highest significant difference, with the largest change showing
improvement in instrumental reproduction, at 56.75% (Graph 1).
Graph 1: The development of the groups’ musical abilities based
on the examination of each musical dimension
Based on the overall results of our ability-examination, it can be
stated that the systematic and consistent training of musical
skills leads to an intensive progression in the development of
both specific and general abilities of students. Based on the
qualitative analysis of quantitative indicators, we summarize all
this on the basis of the following specific aspects:
Ability development in terms of special / musical abilities:
The parallel application of singing and instrument playing
helps the process of teaching creative vocal-musical plays
and instrumental plays based on acoustic elements;
Observing and listening to the co-sounds of singing and the
applied musical instruments help the auditory imagination;
Using folk songs and nursery rhymes, the combined
sounding of melody and lyrics develop the auditory
imagination;
The frequent use of pauses helps wait patiently and be
aware of them;
Enhancing auditory and visual memory and their
interaction;
Getting to know the joy and experience of common music
making, listening to each other and strengthening
cooperation by singing and playing the instruments
together;
Ability development in terms of general abilities:
Rhythm exercises develop the ability to concentrate;
Systematic practice of singing and vocal-instrumental
reproductions strengthens, deepens attention and
concentration;
Voluntary musical activities develop imagination and
creativity;
Playful musical activities promote and increase interest in
music;
By observing and following the instructions accurately, the
duration of attention increases;
Getting to know one’s own and other cultures and
traditions with the help of folk songs;
Learning the rules of collective work by ‘singing and
playing together’;
Musical games and creative musical exercises reduce
tension;
The pursuit of individual expression and self-expression is
increased;
Through the achieved feeling of success, a positive self-
awareness is formed.
5.4 Summary
Based on the results described above, it can be concluded that
music, music education and creative vocal-music and
instrument-playing education have a positive effect and a
significant transfer effect on skill development, musical and
other abilities. Above all, it positively influences inner hearing
and intonation skills, the quality of instrumental and vocal-
instrumental performances. Furthermore, considering some of
the psychic factors, this education has a beneficial impact on
observation skills; it improves concentration, reduces anxiety
and last but not least increases self-confidence. The good results
and the intensive development of skills and abilities can be
explained by the persistent and focused attention gained during
music training. Music education and instrument-playing
education make students active with their diverse auditory,
visual and motor stimuli. Vocal-instrumental musical activities
and common music-making have a rich emotional content, evoke
a series of experiences, so they also contain elements of
experiential pedagogy (Csehi-Kanczné 2019). ‘The artistic
experience is a complex content of consciousness and spiritual
state, into which emotional, intellectual and wilful elements,
reality and imagination, precisely expressed thoughts, feelings,
desires and aspirations – that have not reached the level of
consciousness – are intertwined. It is in this way that the
experience captures the person so deeply and in many ways.
There are huge pedagogical opportunities in this’ (Dobray 1983:
11).
Due to their creative and experiential value, the artistic
experiences can have a lifelong effect on the young adults’ lives.
‘Even if there is only one moment, the magnitude of life can be
measured on the magnitude of that moment (…)’ (Kanczné
2007: 123). As a result, the various ‘stimulus effects’ together
help develop abilities, that is the physiological basis of the
transfer effect. The transfer effect is primarily ensured by the
variety of creative activities and tools used in learning and
practice, and the systematic and experiential training of musical
abilities and skills. Thus, special abilities and skills not only
have an impact on musical competencies, but have also been
demonstrated during complex personality development.
6 Conclusion
Creative musical activities, vocal-instrumental tasks and creative
music education contribute significantly to the development of
musical abilities, but also have a positive effect on other abilities
and on the development of higher psychic functions. Its
influence transcends the boundaries of the content and material
of music and determines the development of the whole
personality. It is also an effective tool for spiritual and character
education. Intellectual development can be interpreted by the
reception of new information, the understanding of connections
and by the formation of logical thinking. Character development
is the development of the personality itself. After all, the musical
experience can not only convey emotions, but it also shapes the
individual’s moral judgment, worldview and aesthetic taste.
‘With music, we don’t only learn music. Singing liberates,
encourages, heals from inhibitions and shyness. It concentrates,
improves physical and mental disposition, makes you feel like
working. It makes you more suitable and accustomed to attention
and discipline. It develops a sense of community. It moves the
whole person’ (Kodály 1974: 304).
Literature:
1. BAKOS, A.: Zenepedagógia és zeneterápia. In: Zborník
medzinárodnej vedeckej konferencie Univerzity J. Selyeho -
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