THE INFLUENCE OF TOY - MUSICAL - NOTES METHOD ON CHILDREN'S MUSICALITY
The technology of using the new musical T.M.N. system to ease first reading acquisition and develop reading abilities bore significant results, already published in professional journals (Carmon et al, 2006a; 2006b; 2008; 2010; Carmon, 2011). This technology is also used to explore and report musicality itself in this paper.
Many music educators today continue the path, developed in the 20th century (Dalcroze, 1930; 1945; Kodaly., 1943-8; Suzuki, in Grilli & Suzuki, 1992; Orf, 1930-33; Keezman, 1970; and more). According to their way beginners are taught music orally avoiding conventional notation difficulties (Schafer, 1980; Sloboda, 1983). The debate, about postponing musical reading in order to first develop oral musicality, emerged because the conventional music notation system is so complicated that it inhibits musicality development by focusing on the technical notation reading. Children cannot express musicality using the conventional complicated notation, so the need to develop musicality found its way in many oral methods invented in the 20th century. But this debate bears a deeper question: whether musicality is of genetic origin or it can be learned and developed.
This article clearly explores musicality components and levels, and shows to what extent the T.M.N. method influences young children's musicality, compared to control group.
The claim that by-rote way imitates the natural way of language: speaking before reading, is denied, hence reading music enhances the cognitive analytic power of musicality that can be controlled much better, than the emotional ones. Children who learn T.M.N. are free from conventional notation difficulties. This freedom enables them to focus on natural musicality competency development.
We compare two intervention program groups, and report their achievements to show how the T.M.N. method encourages creativity while reading this notation, thus the problem stems from the conventional notation difficulties and not from the musical reading itself. The T.M.N. simplicity, logic and ease to remember, achieves better musicality than conventional notation group and by-rote group. The illation does not point on reading itself as the cause of musicality development hindrance, but on the conventional notation difficulties that avoid musicality development. The integration of computer program with T.M.N. system is another study that encourages these results even more.
The wider achievement is advancing to new method that enables better enhancement, and leaving behind ways from the past that detain development.