Keywords
fortepiano pedagogikasi
sharhlovchi avtonomiya
How to Cite
Abstract
Fortepiano o‘qitishning an’anaviy usta-shogird modeli texnik mahoratni rivojlantirish uchun samarali bo‘lsa-da, ko‘pincha mustaqil rassomchilikdan ko‘ra replikatsiyani birinchi o‘ringa qo‘yadi. Ushbu maqolada oliy ta’limda ijodiy faoliyatni rivojlantirishga qaratilgan zarur pedagogik o‘zgarishlar - talabalarning o‘z badiiy tanlovlarining asosiy muallifi bo‘lish qobiliyati haqida bahs yuritiladi. U musiqiy partiturani qat’iy ko‘rsatmalar to‘plami sifatida emas, balki sharhlovchi dialog uchun sayt sifatida qayta tasavvur qiladigan asosni o‘rganadi va talabalarga matnning tahliliy detektivi bo‘lish imkoniyatini beradi. Muhokama shaxsiy ovozli tasavvurni rivojlantirish haqida batafsilroq ma’lumot beradi, bu yerda texnik qarorlar individual ekspressiv niyat bilan uzviy bog‘liqdir. Arxitektura tafakkurining rivojlanishi asar bo‘ylab keng ko‘lamli hikoya va energiyani shakllantirish uchun mahalliy tafsilotlardan tashqariga o‘tish uchun hal qiluvchi ahamiyatga ega. Oxir oqibat, maqolada ta’kidlanishicha, studiya tajriba uchun laboratoriyaga aylantirilishi kerak, bu yerda jarayon mahsulotdan ko‘ra qadrlanadi va o‘quvchining badiiy yaxlitligining ichki kompasi tarbiyalanadi. Ushbu yaxlit yondashuv fortepiano ijrochilarni nafaqat musiqani beg‘ubor ijro etishga, balki u bilan fikrlash, his qilish va mustaqil ijodkor sifatida shug‘ullanishga tayyorlaydi.References
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