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Dissertation for Scientific Degree of the Doctor of Pedagogy (Dr.


Maruta Sīle

Holistic aproach to child's development in piano training process
University of Latvia, Riga, 2000 General Characterization of the Dissertation The XXth century saw the holistic approach to personality's development as a fundamental pedagogical problem. Today, the holistic approach ideas are acquiring actual importance in all areas and spheres of human life and activities: intensive search is made for interrelating common components. Common vision of holism and its parts is also significant for the theory and practice of music pedagogy. The current situation at 160 music schools of Latvia shows that, according to piano teachers' views, the most important constituent of the piano training process is acquisition of specific piano playing skills and ways, rather than furtherance of child personality's holistic development, or emotional, intellectual or voluntary changes which promote this process, or its influence on child's heterochronous development. The executed research, as well as conclusions, based on 30 years of experience, enable determination of principal trends in the piano training process nowadays and disclosure of principal contradictions arising:
1. between the training contents and the personality's holistic development

possibilities. The practice fails to draw attention to the fact how the specific pedagogic and music effects exert certain influence on internal properties of a child's personality, i.e. evolution of mind - feelings - will;
2. between development of creative faculties and the totality of pedagogic

methods and ways used in the training process. This contradiction prevents a child as a subject from self-implementation in his/her creative activities;
3. between individual approach to child personality's holistic development as a

support to training quality meeting specified music class levels, and the mass and quantitative nature of training as creative faculty development with no objective of acquiring further music education. More often than not, individual approach possibilities are reduced with variations in the scope of subjects to be mastered and with the rate of mastering; 4. between child's creative personality development as a whole and uniformity of training aids. Books and manuals used in practice are oriented to forming specific pianist skills, rather than to development of creative faculties and integration with other types of music activities. Training in music which is one of the most creative arts lacks the creative activity itself. The piano training practice lacks theoretical foundation of the Latvian national piano playing school. In view of the above, the present study has been aimed at a general overview and analysis of the Latvian piano school's historic evolution, with the objective of using the historic experience for the purposes of creating a holistic approach model for a child's development in the piano training process. Practice has left theory behind and revealed the necessity for investigating the means and

to create a holistic approach model for child's development in the piano training process. 4)to test the model and to prove its efficiency. Subject of research : Holistic approach to a child's development in the piano training process. Lev Barenboim and by Latvian scientists Tamara Bogdanova and Dainis Zariņš in acquisition of piano playing skills and ways. Zoltan Koday. Research hypotheses : The holistic approach to child's development in the piano training process is implemented. regularities defined by Heinrich Neihaus. Research methodological basis is made by: regularities of a personality's holistic development as covered in philosophic. 2)to investigate the piano playing school's historic and cultural evolution in Latvia for the purposes of finding components of the holistic approach theory therein. Research theoretical basis is made by: theories of music activities holism suggested by Carl Orff. • child's natural and social heterochronous development regularities are supported. developed by Boris Teplov. Boris Vinogradov's developm ent training theory. pedagogic and psychological literature and studies in music pedagogy and psychology on the holistic theory essence. theories of faculty development in music activities.ways of making the piano training process supportive of child personality's holistic natural and social heterochronous development in the mind . regularities set forth by Lev Vigotsky for the unity of a child personality's natural and social development and interrelation of external and internal psychic processes. Valentin Petrushin. Goal of Research : To analyze the holistic approach to the Latvian piano school's historic evolution and. personality development theory suggested by Arija Karpova and Mara Vidnere. In Latvia.feelings . theories . • various types of musical activities as an entirety are forming a child personality's development as an entirety. Tasks of the Research: 1)to analyze relevant philosophic. 3) to make up a holistic approach model for a child's development in the piano training process. Emile JaquesDalcroze. Object of research : Piano training process. pedagogic and psychological sciences. Arnold Gotsdiner.will unity. this problem in association with piano mastering is treated for the first ever time. based on theoretical and empirical research. if and when: • a teacher is oriented towards the child's mind -feelings . and the significance of music in cultivation of a harmonic personality. Gennady Tsipin.will unity.

Experimental in survey covered 112 pupils. discussions. interviews. implementing and practical testing of a holistic approach model in a special piano training class. improvisation and . Daina Lie ģeniece's holistic approach to the development of pre-school age children. Research Novelty and Theoretical Significance The holistic approach to the piano training process is evaluated theoretically. Carl Svanvick. Making a catalogue of piano training materials (1995-1997). Carl Decken. for the first time discovered and defined is the interrelation between the holistic approach to the piano training process and a child's natural and social heterochronous development as characterized by: • unity of the natural and social development. common piano training class and music teachers' estimation. teachers and parents. analysis of conclusions of other researches. Atis Kronvalds. Research Methods: 1) Theoretical methods: historic comparative method. psychological and methodological literature. Writing and implementing a Piano Playing School's Historic Evolution Course of Lectures (1996-2000). Research base: Baldone Music School. interviews. pedagogic paradigmal method. pedagogic. discussions. Finding. Carl Martinsen. Summarizing pedagogic work experience. summarizing and analyzing historic sources on piano playing school evolution history in Latvia (1995-2000). with subsequent data analysis and summary (1999). self-estimation.suggested by Wilhelm Wundt. writing Piano Playing ABC in collaboration with co-author Gunta Melbarde (19961997). Paul Dale's philosophic concept. its sources and development (1995-2000). self-analysis. students. analysis of philosophic. pedagogic. psychological and historic literature on the holistic approach. From 1997 till now. developing. Performing questionnaire survey of Riga Teacher Training and Educational Management Academy Music Department students. Skaistkalne House of Culture's Piano Studio. 2) Empirical methods: observations. AusmaŠpona's upbringing theory. content analysis. Research stages: Analyzing philosophic. Irina Maslo's conclusions on individualizations and differentiations. Irena Žogla's research of cognition interests. Riga Teacher Training and Educational Management Academy. • development of individuality and uniqueness in activity. modeling.Aleksandrs Dauge in arts pedagogy for the significance of beauty in personality's development. questionnaires. 3)Pedagogic experimental activity. • self-implementation in the process of imitation. Summarizing and analyzing of data acquired through questionnaire survey. historic structural method. 18 music schools Latvia. and experimental work (19972000). notions provided by Auseklis. historic logic method. Arnold Krauklis for personality's heterochronous development.

Based on the holistic approach regarded as an actual problem of the pedagogic science. For the first ever time.g. II International Scientific Conference Person. Teacher in the 21st Century in April 1999. Research results were delivered as summaries at: Five conferences held at Riga Pedagogic and Educational Management School. The holistic approach to a child's holistic development in the piano training process is modeled and experimentally tested to determine its improvement conditions. III and IV International Latvian Young Musicians Creative Camp . In Piano Playing ABC. published and tested. Vilnius Pedagogic University's and Wroclaw University's VI International Scientific Conference on Educational Change and Modern Teaching Methods held in September 1999. Two different summaries for the topic titled Piano Playing School's Historic Evolution in Latvia. Color. and in publications for the period of 1998 to 2000. Association of Teachers Training in Europe (ATTE) Changing Education in a Changing Society International Scientific Conferences held in Klaipeda (Lithuania) in 1999 and 2000. Topics of summaries titled Entirety's Approach in the Teaching Process of Piano Playing in 1999 and Theoretical Aspects of Piano Education Model in 2000. Nature. summary's topic titled The Sources of Latvian Piano Playing Development.Master Courses in 1998 and in July 2000 (Latvian and World Music Entering the 21st Century). Research Results Testing At scientific conferences in the Republic of Latvia. Latvian University's Pedagogic and Psychological Department.School held in October 2000. e. the holistic approach is developed as used in practice in Latvia and Latvian communities in the USA. summary's topic titled Historical Analysis of Piano Playing Methods of Latvian Authors and Its Development Nowadays. summary's topic titled Analysis and Synthesis of Traditional and Contemporary Methods in Latvian Piano Pedagogy.interpretation. The piano playing school's historic evolution findings and the holistic approach ideas are used by students at Riga Teacher Training and Educational Management Academy. at international conferences. Research Practical Significance A training aid titled Piano Playing ABC was prepared. Grodno State University's (Belarus) II International Scientific Conference TEHNO-99 held in April 1999. VII International Scientific Conference Science Studies . evaluation of the Latvian piano playing school's historic evolution is made. The summary's topic was titled Compensation of Child's Heterechronous Development Features in Piano Playing Process. summary's topic titled Total Vision of Holism and Its Components in Theory and Practice of Music Pedagogy. Music held in Daugavpils in . and Daugavpils Pedagogic University. the Latvian piano playing school's catalogue was made and systematized. Klaipeda University's II International Scientific Conference Music Around the Baltic Sea Past and Present held in April 1999.

e. Holistic components. form the personality's individual music experience which is expressed in imitation. Origination and development regularities of the holistic approach. i. 17 Annexes. such as listening. 2.Fundamental Theory of Pedagogic Science. form and contents. . with interrelations shown between theoretical ideas and practical experience of particular historic periods.May 2000. Various music activities. its similarities and differences are outlined. playing. interrelations between holistic components are revealed. improvisation and interpretation in the piano training process. the heterochronous unity of mind. summary's topic titled Holistic Approach to Child's Development in Piano Training Process. Part II: Holistic Approach to Child's Development in Piano Playing School' s Historic Experience in Latvia . three Parts. Provisions Defended in Thesis 1. experimental test results are provided to show the model's implementation in practice. Experimentally analyzed music activities are set forth as constituting the basis of personality's music experience. and is achieved as the personality's individuality and uniqueness. Part III: Interrelation Between Training Process and Personality's Holistic Development . Part I: Holistic Approach . interrelations conforming to historic periods are stated between the components forming a successive piano training process of child's development. causes and effects. Historic evolution of the piano playing school is outlined. Development Scientific Conference held by Riga Teacher Training and Educational Management Academy Music Department in January 2000. References. feelings and will. their manifestations and contradictions are described. Structure of the Dissertation: The present Doctorate Thesis is structured as follows: an Introduction. and 17 Annexes totally cover 32 pages. in terms of quantity and quality. The text comprises 159 pages. The holistic approach is supported in the national piano playing school's historic evolution through adherence to the unity of child's heterochronous natural and social development. singing. Experience. Holism and holistic approach in science are identified as a historic category. summary's topic titled Music Activity Integration in Piano Training Process. Piano mastering is based on creating qualitative value of a personality's entirety. periodicity is specified to expose historic sequence and change of pedagogic paradigms. a Conclusion. summary's topic titled Holistic Theory -Fundamental Problem of Pedagogic Science. rhythmical movements. the holistic approach to child's development in the piano training process is modeled. References include 134 items. 3. Music Department: History. and in October 2000.