Abstract
The key verbal characteristic that reveals the essence of the term „meter“ in music is „musical pulsation“ – correlation and periodicity in the alternation of individual times (parts) in the bars of a piece of music. The relevance of the present study is determined by the role that music education has in relation to the awareness and interpretation of the metric pulsations studied in primary school and the manifestations related to them. Emphasis in the research is the metric models and forms of work included in the curriculum for activating the sense of meter in the trainees. Possibilities for more rational comprehension and assimilation of the metric pulsations and activities represented in the music education process are presented. Phenomena related to the musical meter in education are considered and clarified.
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