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EXCURSUS INTO THE HISTORY OF SOLFEGE AND ITS EXPERIMENTAL APPLICATION IN THE DEVELOPMENT OF MUSICAL ABILITIES IN PRIMARY / SECONDARY EDUCATION
Abstract
In our paper, we discuss the potential of Solfege as a means for the development of music literacy and musical abilities in pupils of primary and secondary schools. The aim of this study is to explore Solfege, to bring its brief historical introduction and to investigate its benefits in the experiment with extended music education. The main method used for obtaining the information was the document analysis, and statistical analysis of the data gained in 1997, during the 10th year of an experiment aimed at increasing the number of music lessons at selected primary and secondary schools in Slovakia. A standardized musical aptitude test by Arnold Bentley was applied to evaluate musical abilities of pupils. The data analysis showed that after the extended music education, the musical abilities improved in the experimental group, when compared to the control group. The basis of music education was among other methods: acquiring Solfege with phonogestics (hand signs), following the Hungarian school model and the model by Zoltan Kodaly, learning to play music instruments, participating in various music projects and cooperating with the primary art schools. Although the experiment aimed at extended music education has ended, the data have documented that this concept has contributed to improving musical abilities in children, and we therefore consider it inspiring to re-verify its effectiveness (including the use of Solfege and hand signs) after more than 20 years. However, for its application in the current school, it would be necessary that it reflect the requirements of the young generation; for example, to enable pupils to complete the Solfege exercises using an Internet application, or to transfer some activities to the online environment.
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