Music Activities as Tempo-Rhythmic Culture of Personality Development Technology

Abstract

The immediate purpose of the study is to disclose the technology of theoretically grounded, logically consistent and successive interplay of interrelated music activities, targeted at tempo-rhythmic components of personality formation and development. This development is treated as possessing a major educational and personal tuning function, exceeding the narrow confines of music practices per se and providing for attaining deep and crucial personality development targets. The article purports the definition of the notion of the tempo-rhythmic culture of a person, as well as theoretical elaboration and empirical testing of an instructional design technology scheme. The notion of the tempo-rhythmic culture of a person is specified as an integrated personal quality, viewed as a holistic complex of three closely interconnected/interwoven components. Each component requires its own criticism in the context of the semiotics of the artistic whole. These components are: the rhythm (queried “What to play?”), tempo (queried “When to play?”), coordination skills (queried “How to play?”). The experimental research results provide evidence of plausibility of the background hypothesis of the study, stating that the tempo-rhythmic activity under purposefully constructed art and music milieu can form tempo-rhythmic culture as universal integrate subsystem of human personality. Another important empirical research outcome is justification of the derivative hypothesis, based on the claim that personal tempo-rhythmic culture can be formed successfully although not necessitated by any productive music activity (such as playing musical instruments etc.). The experimental research has provided objective evidence of efficiency of three-stage instructional technology used for tempo-rhythmic components of personality formation.