Teaching Children’s Poetry Structure in Music Class as a Means of Approaching Metre, Rhythm and Melody
DOI:
https://doi.org/10.18485/kis.2020.52.171.10Keywords:
children’s poetry, music teaching methodology, metrical feet, metre and rhyme, composing children’s songs, language, musicAbstract
We investigate the rhythmical structure of children’s poetry taught in primary school (years 1-4), which forms the basis of teaching metre and rhyme in music class. The rhythm and metre of children’s poetry serves as the basis for the rhythm and melody of songs composed for the purposes of being taught in music class. Using the comparative approach, in addition to analysing rhythm and metre, we also analyse the content of specific children’s songs, to make sure that the final musical form follows the pattern of stressed and unstressed elements of language and music.
This kind of investigation improves the understanding of the language of music on the one hand, the language of literature on the other, as well as the synergy of the two. This leads to a logical and well-rounded musical-linguistic thinking, and lasting memorisation of rhythmic, metric and melodic structures, seeing as the linguistic structure of well-known children’s poems leads to logically structured musical thinking.
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