Inkluzija u praksi nastave solfeđa - Ulvila metoda muzičke notacije (Ulwila method)

Abstract

One of the most important tasks of an inclusive approach to the solfeggio teaching is finding the most purposeful procedures and methods through which a teacher can meet the educational needs of children with disabilities. The basic goal of this approach is not only to respond to the needs of all students, but also to equally involve all students in teaching and learning activities. In this regard, finding methodological procedures and possible solutions which will enable students with disabilities professional music education, would have multiple significance, both for the socialization of students with disabilities, as well as for improving the solfeggio teaching process itself. The sound slogan of Zoltán Kodály 'Music for All' has become a popular motto of professors and music lovers, expressing attitudes and beliefs based on artistic, scientific and teaching experiences that music can and should be to be available to everyone. With regard to music education, a review of professional literature in the field of psychology has determined that through music, it is possible to recover the disturbed aspects of psychosocial development of a child and create a favorable environment for development in a cognitive area that reflects on development as a whole. Dealing with music stimulates self-knowledge, the advancement of skills, and thus helps to overcome deficiencies and creates better conditions for the development of the overall personality. Bearing in mind the role of music and the importance of active music engagement, the need for inclusion within the solfeggio teaching is imposed, the purpose of which would be to offer every student music education tailored to his needs. Inclusion represents the process of reacting on the diversity of the needs of all participants in education, through equalizing their educational and social opportunities, to preventing complete exclusion from the comprehensive educational system. Summarizing the basics of teaching musical literacy and limited opportunities for enrolling children with disabilities in music institutions, there is a need to take into account new methodologies and approaches that will make music truly accessible to everyone. In the paper are mentioned the methods and procedures which can contribute to inclusive solfeggio teaching, such as Willems method, BAPNE method and Music Braille code, with a special focus on Ulwila method of musical notation. This method allows the music to be notated by a specialized color system that simplifies traditional music notation. As a kind of implementation of the presented method in the field envisaged by the curriculum for the solfeggio teaching in initial musical literacy, the paper presents proposals for solving certain requirements in the field of melodic, rhythm and melodic - rhythmic dictations. The use of Ulwila methods music notation could be exceptionally justified in the field of educational activities of kindergartens or school music education, and its introduction could certainly provide new opportunities for the development of inclusive solfeggio teaching.