AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
THE TRANSFER EFFECT OF MUSICAL ACTIVITIES IN TERMS OF ABILITIES AND
PERSONALITY DEVELOPMENT - ABOUT THE RESULTS OF A MUSIC-PEDAGOGICAL STUDY
a
AGÁTA CSEHI
J. Selye University, Bratislavská cesta 3322, 945 01 Komárno,
Slovakia
email:
a
csehiovaa@ujs.sk
Abstract: Music is an essential condition for both general development and
educational work. It evokes emotions, has a therapeutic effect and affects both the
individual’s intellect and physical-mental-emotional world. As a result, in the last few
years or decades, the impact of music and musical activities have become a central
topic of more and more research. The requirements of modern education are also met
by creative activities that have a broad transfer effect, spread their impact over several
areas, a multitude of skills and have a positive effect on the development of the whole
personality as well. In the present paper, we demonstrate the results of such study. In
our music-pedagogical study, focusing on the elements of production and
reproduction, perception and reception, we summarize the ability-developing and
personality-developing effects of the use of creative – instrumental and vocal-
instrumental – musical activities.
Keywords: music, ability, personality development, transfer, research, study,
educational
1 Introduction
Music is a human-forming force that affects the whole
personality. Overall, it has a significant impact on the general
development of an individual. It predisposes us to be more
receptive to the beautiful; moreover, it shapes taste and human
behaviour. Music education is only a small segment of
institutional training yet it can strongly influence the individuals’
general development. It directly induces emotions, affects the
development of cognitive and emotional competencies and
physical and mental health. Consequently, music education is a
crucial part of educational work and personality development.
Last but not least, music is considered one of the central research
topics in various examinations. According to their fields of
expertise, music researchers, music educators, music historians,
psychologists, doctors and therapists study the impact of music
on ability development, talent development, concentration,
socialization and community building processes. Music aids in
achieving spiritual harmony and well-being, in preserving and
nurturing health, in relieving stress and rehabilitating. It is
therefore a tool in education, personality development, therapy
and prevention (Falus 2016).
2 The place and role of music in ability development
The quality and degree of ability (as a suitability for an action or
performance)1
1
The literature on abilities is very rich, including sources of researches focusing on
the most significant musical abilities and skills: Michel 1964, Teplov 1965, Kokas
1972, Poledňák 1984, Gordon 1971, Dombi Kemény 1999,, Franěk 2007, Tichá 2009.
is determined partly by the person’s innate
abilities and partly by the set of environmental influences, and
the experience, knowledge and skills that are to be acquired in
the learning process. The abilities are divided into two main
groups. These are general abilities – above all, intelligence and
creativity – as well as special abilities that are manifested in
different forms of activity, e.g. music, fine arts and sport. In the
system of basic musical ability, both simple and complex
abilities are present (Erős 1993: 10). Every person has an ability;
however, as an ability covers internal hidden possibilities, it is
only manifested and measurable as a result of a certain
performance. Likewise, based on one’s talent, musical abilities
are created in consequence of learning (Erős 1993, Tóth 2011).
Abilities and skills cannot be realized without an organic
cooperation. Musical abilities and skills are ‘automated’
components of the musical activity. The physiological conditions
of their formation are: the interaction of the central nervous
system, the sensory organs and the motor apparatus. ‘The
instrumental musician, for instance, uses the senses of hearing to
correct the movements of the hand apparatus, and the singer also
regulates breathing and the innervation of the larynx
accordingly’ (Michel 1964: 69).
2
There are a number of
components in terms of musical abilities. ‘By musical abilities
we mean a combination of many factors. These include
instrumental and singing abilities, music-specific cognitive
processes, emotional and musical experiences, motivation,
musical preferences, attitudes and interest’ (Gembris 2002, cit.
Turmezeyné-Máth-Balogh 2005: 100-123). Gordon (1971)
claims that abilities determine the level we are able to achieve,
but the role of the environment and music education are
important in taking the opportunities to the full. Besides abilities,
Sloboda (1994) emphasizes the importance of the environment,
interest and motivation (Janurik-Józsa 2013).
Therefore, the environment, motivation and education play a
significant role in the ability development. This also applies to
music education. Music classes lead to results only if they follow
a complex musical education that includes perception and
reception, reproduction (singing, musical reading and writing,
instrument playing) and creation (improvisation and
improvisation activities). Each activity – receptive, reproductive
and creative – urges students to engage in external and internal
activities. Singing requires physiological functions; the logic of
music activates the intellectual functioning; and its pictoriality,
dynamics and direct emotional impact help the development of
the individual’s personality through the experience of singing,
music making and listening to music (Dobray 1983). Music
requires twice as much brain activity as speech, and instrumental
singing activates the entire pallium. As a result, the many skills
that are used while music making also aid in developing other
areas. ‘Musicians have a demonstrably more advanced corpus
callosum – a tract which connects the two cerebral hemispheres
of the brain – than average people. Accordingly, there is much
greater interoperability between skills related to emotional
intelligence, logical thinking and speech than in general’
(Marton, Janurik 2016).
From the perspective of the development of musical abilities,
certain elements of music are important, which according to
Zoltán Kodály (1882-1967) are effective “educational tools.” In
his opinion, ‘Rhythm develops attention, concentration,
steadiness and ability of innervation. Melody opens up the world
of feelings; it changes in intensity, tone and it is the sharpener of
our auditory organ. Singing is, after all, such a versatile bodily
function that the effect of physical education is immeasurable –
in case ‘soul education’ would not be important to someone. Its
health benefits are well known’ (Kodály 1974: 95). It is in this
spirit that Kodály had developed and created his music-
pedagogical method; its essence is putting musical and aesthetic
education at the centre of child’s upbringing and personality
formation.
3 Creative musical activities and their impact
Creative and diverse musical activities are at the forefront of
modern and progressive methods. These can be solo, small-
group, - and large-group classes, and can be realized in vocal,
instrumental, vocal-instrumental, musical-kinetic forms. The
range of possibilities is extremely rich; the active forms of
music, singing, instrument playing and physical movements
always have to be coordinated harmoniously. Singing in groups
proves to be more advantageous than soloing. With its
communicative aspect, it invites collaboration and improves
relationships between people. At the same time, it ensures the
anonymity of individual expression and interpretation, which in
many cases creates a secure sense of self-realization (Mátejová
1993). This has been shown to be particularly beneficial for
adolescents struggling with “complexes” and for teenage boys
whose voice mutation has just begun.
2
In this paper, I have translated all quotations from Hungarian and Slovak into
English.
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