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读谱方法同调性调式思维方式一致,无论对于音乐理论的学习运用,还是对于包括声乐器乐在内的表演技能的学习和演绎活动,都有极大便利。读谱方法同调性调式思维方式不一致的情况,对于乐器演奏教学来说似无大碍,但是对于传统的大小调式和五声调式的音乐理论教学和音乐创作活动来说极为不利。鉴此,高等师范院校音乐理论教学,应该提倡运用同绝大多数接受教育者的调性调式思维能力一致的首调读谱方法进行,改变用定调读谱方法学习音乐理论,用首调思维方式进行音乐创作和中小学音乐教学活动的两相矛盾的被动局面。当然这一观点的提出,是建立在传统音乐的大小调式和五声调式的调性调式系统的基础上的。对于无调性无调式的诸如十二音序列音乐等流派的现代音乐来讲,自然不存在首调思维与首调读谱的问题,也就不存在着读谱方法同调性调式思维习惯统一的问题。
The method of reading profiling is the same as that of modal adjustment, which is of great convenience both for the study and application of music theory and for the study and deduction of performance skills including vocal instrumental music. The inconsistency of the reading style with the homophonic style of thinking may not be a hindrance to the instrumental teaching, but it is very unfavorable to the traditional syllabic and pentasonic musical theory teaching and music writing activities. Therefore, the teaching of music theory in higher normal colleges and universities should advocate the use of the first reading method which is consistent with the tonal mode thinking ability of the vast majority of educated students, and change the theory of music by using the method of fixed reading and reading music. Way of thinking for music creation and primary and secondary music teaching activities of the two phases of the passive situation. Of course, this view is put forward based on the traditional music’s size and pentasoft tone system. For the non-tonality non-modal genres such as the twelve-tone music genre of modern music, there is no problem with the first tone thinking and the first reading of the reading, there is no reading method consistent with the tone of the tone style of thinking problem.