APPLICATION OF PHONOMYMICS IN TEACHING MUSIC CULTURE IN CLASSROOM TEACHING

Abstract

In the work with students of younger grades, more precisely combined - from the first to the fourth grade, the possibility of applying phonomimics in the teaching of music culture was examined. The paper is an attempt to go beyond the classical organization of teaching this subject. By applying phonomimics, as a methodological innovation, the vagueness of program contents was reduced, while the number of processing hours was reduced in favor of determining and practicing hours. The dynamism of the time is enhanced. Teacher creativity directly encourages students' motivation and independence. Functional learning is achieved by applying stimulating teaching tools for the class, didactic-methodical vertical and horizontal linking of the content of music culture programs and directing students to memorization through situations that are imposed on the senses. In the final part of the class, with an interactive five-minute check, the lecturer gains insight into the results of the work he achieved in that class. That is, whether learning through phonomimics has an effect on shaping different segments of teaching and learning. Also, our intention with this paper is to inform teachers about the application of phonomics in younger grades and encourage them to search for adequate methodological solutions in the teaching of music culture.