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L. Buryakova

Traditions of music education in France: basic methods of solfeggio teaching in the XIX–XXth centuries

The article contains the review description of French solfeggio teaching methods that were formed in the XIX–XXth centuries. The researcher elucidates a process of methodological competences formation as applied to grounds of objects and aims, organizational principles, pedagogical modes and appraisal criteria of attained results of teaching. The special consideration is given to a number of key problems working out by French authors such as the formation of the ability for memorizing and differentiating height-of-pitch frequencies (A. Gédalge); assimilation of musical language by means of original non-verbal methods (P. Galin); preliminary melodic instruction being the most available form of access to music (M. Chevais and A. Gédalge); initial rhythmic instruction which is based upon the idea of the organic pulse sensation primordially inherent in a man (M. Martenot) as well as connected with a priority role of rhythmic expressiveness and complex rhythms in the French contemporary music. The retrospective review produced by the researcher furthers to interpret the evolution of solfeggio teaching methods in France as reflection of the historical development of musical art, and a high level of musical competence in the French society as a result of the centuries-old tradition of national musical pedagogy influence.

Key words

music education in France, French musical pedagogy, methods of teaching solfeggio.