NO DZIRDES TRENIŅA UZ KOGNITĪVI ORIENTĒTU DZIRDES TRENĒŠANU: CETRA IETVARA PAMATOJUMS
Atslēgvārdi:
kognitīvais dzirdes treniņš (CETra), mūzikas izglītība, auditorijas kognīcijaAnotācija
Raksts analizē kognitīvā dzirdes treniņa (Cognitive Ear Training – CETra) koncepciju kā jaunu, starpdisciplināru ietvaru, kas paplašina uz mūzikas stilos balstītu dzirdes trenēšanu (pedagoģiskajā praksē tiek konceptualizēts kā solfedžo) no tehnisku muzikālu prasmju apguves līdz mērķtiecīgai kognitīvo komponentu attīstībai. Autori uzsver, ka dzirdes treniņš vēsturiski tiek fokusēts uz toņaugstumu, ritmu, intervālu, harmoniju un dažādu modeļu precīzu atpazīšanu un reproducēšanu, taču bieži nepietiekami ņem vērā kognitīvos priekšnosacījumus, kas nodrošina mācīšanās procesu: uztveri, uzmanību, darba atmiņu, izpildfunkcijas, domāšanu, pašregulāciju un motivāciju. Rakstā CETra tiek definēta kā strukturēta pieeja, kurā skaņa, klusums un telpiskā uztvere tiek izmantoti kā vide kognitīvo komponentu savstarpējai sasaistīšanai un nostiprināšanai. Šī pieeja balstās uz pierādījumiem kognitīvajā neirozinātnē, mūzikas psiholoģijā, valodas–mūzikas pārneses pētījumos, neiroplastiskuma teorijā.
CETra teorētiskais kodols ir starmešu ietvars, kas ietver septiņas savstarpēji saistītas dimensijas: 1) psihoakustisko, 1) sociālo, 3) uzvedības, 4) psihoemocionālo, 5) neirofizioloģisko, 6) fizisko (ķermenisko) un 7) pedagoģisko. Katra no šīm dimensijām izgaismo atšķirīgu klausīšanās un mācīšanās aspektu – no smalkas akustisko pazīmju (veido pamatu tam, ko vēlāk smadzenes interpretē kā fonēmas, vārdus, melodijas vai ritmus) atšķiršanas un neirālās sinhronizācijas līdz kopmuzicēšanai, emocionālajai motivācijai, metakognitīvai pašregulācijai un mācību dizainam. Kopā tās veido holistisku skatījumu, kur dzirdes trenēšana vairs netiek uztverta kā mūzikas teorētisku uzdevumu kopums, bet gan kā dinamiska sistēma, kas attīsta pārnesamas prasmes arī ārpus mūzikas konteksta. Rakstā īpaši uzsvērta zināšanu pārnese – gan no mūzikas uz valodu, gan uz uzmanību, atmiņu, sociālo kognīciju un problēmrisināšanu.
Noslēgumā autori secina, ka CETra piedāvā paradigmas maiņu mūzikas izglītībā: dzirdes treniņš tiek pārorientēts uz daudzdimensionālu kognitīvas attīstības modeli, ne tikai mūzikas izglītības ietvaros. Šī pieeja ļauj apvienot precizitāti ar radošumu, zināšanu pārnesi ar gandarījumu, individuālu darbu ar sociālu mijiedarbību, kā arī paver iespējas pielietojumam izglītībā, terapijā un tehnoloģiski balstītās mācību vidēs.
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