The Contribution of Intonation Exercises to the Awareness of Melodic Elements of Musical Language in Secondary School Music Education, in the 6th Grade
The Contribution of Intonation Exercises to the Awareness of Melodic Elements of Musical Language in Secondary School Music Education, in the 6th Grade

Summary/Abstract: The paper analyzes the role of intonation exercises in the development of musical skills of sixth-grade students, with an emphasis on the awareness of the melodic elements of musical language. Starting from the definition of the exercise as a fundamental teaching method, the study highlights the formative, educational and corrective functions of intonation exercises. Current school textbooks are analyzed, highlighting the differences in approach and their limits in the use of these exercises. The paper proposes alternative models of exercises, adapted to the curricular contents, which facilitate the understanding of intervals, scales and alteration signs. The results suggest that the systematic and creative use of intonation exercises contributes significantly to the development of musical hearing, auditory memory and intonational precision. The need for a more consistent integration of these exercises into secondary school teaching practice is emphasized.

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