; Sveučilište Josipa Jurja Strossmaxera u Osijeku, Umjetnička akademija u Osijeku, Hrvatska
; Sveučilište Josipa Jurja Strossmayera u Osijeku, Učiteljski fakultet u Osijeku, Hrvatska
APA 6th Edition Ban, M. & Svalina, V. (2013). RAZLIČITI PRISTUPI SVLADAVANJU INTONACIJE U NASTAVI SOLFEGGIA. Život i škola, LIX (30), 172-191. Retrieved from https://hrcak.srce.hr/131979
MLA 8th Edition Ban, Marina and Vesna Svalina. "RAZLIČITI PRISTUPI SVLADAVANJU INTONACIJE U NASTAVI SOLFEGGIA." Život i škola, vol. LIX, no. 30, 2013, pp. 172-191. https://hrcak.srce.hr/131979. Accessed 20 Oct. 2020.
Chicago 17th Edition Ban, Marina and Vesna Svalina. "RAZLIČITI PRISTUPI SVLADAVANJU INTONACIJE U NASTAVI SOLFEGGIA." Život i škola LIX, no. 30 (2013): 172-191. https://hrcak.srce.hr/131979
Harvard Ban, M., and Svalina, V. (2013). 'RAZLIČITI PRISTUPI SVLADAVANJU INTONACIJE U NASTAVI SOLFEGGIA', Život i škola, LIX(30), pp. 172-191. Available at: https://hrcak.srce.hr/131979 (Accessed 20 October 2020)
Vancouver Ban M, Svalina V. RAZLIČITI PRISTUPI SVLADAVANJU INTONACIJE U NASTAVI SOLFEGGIA. Život i škola [Internet]. 2013 [cited 2020 October 20];LIX(30):172-191. Available from: https://hrcak.srce.hr/131979
IEEE M. Ban and V. Svalina, "RAZLIČITI PRISTUPI SVLADAVANJU INTONACIJE U NASTAVI SOLFEGGIA", Život i škola, vol.LIX, no. 30, pp. 172-191, 2013. [Online]. Available: https://hrcak.srce.hr/131979. [Accessed: 20 October 2020]
Abstracts The idea about the need for children's musical literacy appeared in the medieval period. Since then music educators and scholars have been constantly dealing with the issue of how to achieve successful musical literacy, in other words, how to become musically literate children in a fast and simple way. Intense and long discussions resulted in the appearance of different approaches to mastering intonation and different methods of sight-singing. Some of these methods are presented in this paper. Since the acquisition of real musical literacy requires prolonged and intense practice, this process achieves the most success in the professional schools of music in solfeggio lessons. Otherwise, solfeggio is a subject that isorganized preciselywith theaimofestablishing and developing intonation and rhythmic knowledge and skills.
The methods of sight-singing are usually distinguished by whether they are relative or absolute. Some of the relative methods described in this paper are: tonic-solfa, tonic-do method, numerical methods, systemJale of Richard Münnich, the functional approach of MiodragVasiljević, the Kodály method and the functional method of Elly Bašić. The methods of absolute intonation were separated by absolute solmization, singing the musical alphabet, the Tone-Words of Carl Eitz (Tonwort) and Solfeggio of Rudolf Matz.
Relative methods are easier than absolute, because better results are achieved with them at the very beginning of the work, and the skill of singing in various tonalities is developed faster. The benefits of the absolute methods are to better sing atonal music, or tonal music which abounds by chromaticism or frequent modulations, and better compliance with the initial teaching instrument. Success in the process of acquiring musical literacy does not only depend on the method of sight-singing, but also if it is achieved systematically, with intense practice and in a methodically appropriate manner.