Abstracts
Résumé
Cet article élabore une nouvelle approche pédagogique pour étudier les intervalles harmoniques aux niveaux collégial et universitaire. Sont d’abord passés en revue les principaux mécanismes responsables de la perception des intervalles harmoniques, notamment la perception des hauteurs sonores, la capacité à discriminer les notes jouées simultanément, la perception des battements et l’harmonicité. En s’appuyant sur les mécanismes d’apprentissage perceptuel de Goldstone et Byrge (2015), différentes stratégies sont ensuite discutées pour isoler, stimuler et renforcer la perception des principaux attributs sonores nécessaire à la reconnaissance auditive des intervalles harmoniques. Une démarche d’enseignement intégrée est finalement proposée pour la salle de classe.
Mots-clés :
- apprentissage perceptuel,
- éducation musicale,
- formation auditive,
- intervalles harmoniques,
- pédagogie musicale
Abstract
This paper develops a new pedagogical approach to the study of harmonic intervals at the college and university levels. Mechanisms responsible for the perception of harmonic intervals, in particular the perception of tone, the ability to segregate notes played simultaneously, perception of beating and harmonicity, are first reviewed. Based on the perceptual learning mechanisms of Goldstone and Byrge (2015), different strategies to isolate, stimulate and reinforce the perception of the main sound attributes necessary for the auditory recognition of harmonic intervals are discussed. Lastly, an integrated approach to the teaching of harmonic intervals is suggested for the classroom.
Keywords:
- ear training,
- harmonic intervals,
- music education,
- music pedagogy,
- perceptual learning
Appendices
Bibliographie
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