Methodological inclusive approaches in the rythmical musical education of the pupils in the primary cycle of education

Abstract

The work suggests a pedagogical flexible and opened model to some other different and individualized approaches in the early musical education. They are connected to the finalities of the rhythmic domain and the specific contents of the syllabi, they are also different and have different degrees of difficulty. They are aiming to the reproduction, the rhythmic reading, the recognizing of the sonorous lengths, the rhythmization using the body movements and the percussion instruments, the spelling of the verses, the graphic representation of the musical signs, the interpretation of some songs and musical games, the listening to some sound sources, the listening to the music, the beating of the rhythm, the marking of the breaks, the sol-faing, the rhythmic accompaniment, the improvisation and the rhythmic musical creation. The contents and the organization of the learning are built to engage the pupils in some constructive efforts to enjoy the learning process.