<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Conventional mentality, according to which, in the teaching activities carried out during the courses of History of Music, the approach of the triad style-genre-language is performed under restrictions and in most cases in a superficial manner, the professor dealing with the usual general correlations (information regarding the epoch, biography and activity of the creator, affiliation of the musician to a certain culture of origin, the classification of the opus under discussion chronologically in the context of the composer’s work) falls into a traditional perspective on the discipline brought to our attention, a perspective that determines, following the processes of periodical or final assessment, average results and a limited feedback from students. For these reasons, it is necessary to use the modern methods of approaching the discipline, new teaching strategies in the comments and correlations on scientific content, so that the problematization of the style-genre-language triad in didactic approach of the discipline The History of Music, to generate optimal results in specific teaching and assessment activities.</p></abstract>

Conventional mentality, according to which, in the teaching activities carried out during the courses of History of Music, the approach of the triad style-genre-language is performed under restrictions and in most cases in a superficial manner, the professor dealing with the usual general correlations (information regarding the epoch, biography and activity of the creator, affiliation of the musician to a certain culture of origin, the classification of the opus under discussion chronologically in the context of the composer’s work) falls into a traditional perspective on the discipline brought to our attention, a perspective that determines, following the processes of periodical or final assessment, average results and a limited feedback from students. For these reasons, it is necessary to use the modern methods of approaching the discipline, new teaching strategies in the comments and correlations on scientific content, so that the problematization of the style-genre-language triad in didactic approach of the discipline The History of Music, to generate optimal results in specific teaching and assessment activities.

The Problematization of The Triad <italic>Style-Genrelanguage</italic> in The Didactic Approach of The Discipline <italic>The History of Music</italic>

“George Enescu” National University of Arts from Iaşi

Review of Artistic Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The Problematization of The Triad  in The Didactic Approach of The Discipline 

Conventional mentality, according to which, in the teaching activities carried out during the courses of History of Music, the approach of the triad...

The Problematization of The Triad Style-Genrelanguage in The Didactic Approach of The Discipline The History of Music

Publié en ligne: 06 avr. 2019

Pages: 56 - 68

DOI: https://doi.org/10.2478/rae-2019-0007

Mots clés
romantic composer, orchestral lied, text-sound relationship, critical reception

© 2019 Loredana Viorica Iațeșen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The Problematization of The Triad Style-Genrelanguage in The Didactic Approach of The Discipline The History of Music

Publié en ligne: 06 avr. 2019

Pages: 56 - 68

DOI: https://doi.org/10.2478/rae-2019-0007

Mots clésromantic composer, orchestral lied, text-sound relationship, critical reception

© 2019 Loredana Viorica Iațeșen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
romantic composer, orchestral lied, text-sound relationship, critical reception