Thesis (M.A.)--Eastern Illinois University, 1964. / Includes bibliographical references (leaves [87-89]).

Thesis (Ph. D.)--University of Melbourne, 1996. / Typescript (photocopy). Includes bibliographical references (leaves 444-466).

This study investigates the educational theories and beliefs of the Russian composer and educator Dmitri Borisovich Kabalevsky as they relate to his piano music for children. / A biographical sketch of the composer’s public life was developed incorporating the significant events in his life as they relate to the compositions, and in particular, his work with children. The primary sources for this study are the composer’s own writings - some of which were specially translated from Russian into English for the purpose of this study. / Kabalevsky offered an alternative philosophy to that of many Western educators and musicians. His educational and musical views are discussed in the context of the overriding political philosophy to which he adhered throughout his life. The clearest expression of his educational views is seen in his book A Story of Three Whales and Many Other Things and the recorded talks with children entitled What Music Says, both of which were translated from the Russian for this study. / An overview of Kabalevsky’s music was developed, with particular reference to his music for children. Kabalevsky’s piano music for children is discussed in the larger context of his output for the instrument. Particular emphasis is placed on the use he made of the song, the dance and the march - the three major genres that are the basis of the small character pieces which constitute the majority of his works for children. / Five sets of music, from the twelve-volume collection entitled Piano Music for Children and Young People, have been selected for investigation in this study. The sets are In the Pioneer Camp Op. 3/86 (127/1968), From Pioneer Life Op. 14 (1931/1968), Thirty Children’s Pieces Op. 27 (1937-38), Twenty-Four Easy Pieces Op. 39 (1943) and Thirty-Five Easy Pieces Op. 89 (1972). / A descriptive analysis of each of the 100 pieces (under set criteria) was carried out, highlighting the major focus of the piece as well as the important pedagogical elements. An important aspect of this study was the identification and classification of the piano pieces in terms of the genre or style of the song, the dance or the march; only some were identified as such by the composer. The classification of pieces provided an important link between Kabalesky’s educational philosophy and his piano music for children.

Made available in DSpace on 2014-06-11T19:29:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-10-24Bitstream added on 2014-06-13T19:37:48Z : No. of bitstreams: 1 lazaretti_lm_me_assis.pdf: 1481400 bytes, checksum: 47b05da4403ab2f688d1c0c79856c8e9 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa, de natureza bibliográfica, tem caráter teórico-conceitual, e como objetivo geral investigar a multiplicidade dos estudos realizados por Daniil Borisovich Elkonin (1904-1984), demonstrando como foi se delineando o processo de constituição de sua obra. Elegemos como objetivos específicos: a) mapear a obra do autor, com base em dados biográficos e sua inserção e produção junto ao grupo da Escola de Vigotski; b) apontar os fundamentos teóricos e metodológicos norteadores do pensamento de Elkonin; c) analisar as investigações científicas desse psicólogo soviético e como as mesmas apóiam-se no trabalho iniciado por L. S. Vigotski; d) desvelar se as idéias de Elkonin apresentam novidades quando relacionadas às hipóteses de Vigotski. Para tanto, a metodologia eleita conta com fontes primárias e secundárias, que compõem o acervo bibliográfico estudado. Os escritos do autor principal e seus interlocutores foram considerados fontes primárias, e os de seus intérpretes – autores da atualidade – fontes secundárias. Ante essas fontes primárias e secundárias, a pesquisa envolveu fases de levantamento, localização, acesso, seleção, tradução (do russo, inglês e espanhol) e leitura das mesmas, implicando em análises descritivas e conceituais e sínteses. A pesquisa resultou em dados a respeito de como Elkonin tem sido compreendido por pesquisadores que trabalham com a Psicologia Histórico-Cultural. Discípulo de Vigotski e companheiro de trabalho de Davidov, Dragunova, Galperin, Leontiev, Zaporozhéts e Zinchenko, desenvolveu estudos sobre a dinâmica e as características dos períodos do desenvolvimento humano, que abordam sobre a atividade de comunicação emocional direta... / This research, of bibliographical nature, presents a theorist-conceptual character, and its general aim is to investigate the multiplicity of Daniil Borisovich Elkonin’s studies, exposing the way the constitutional process happened in his book. We elected as specific aims: a) to make a map of his insertion and production among Vigotski’s School; b) to point-out the theory and methods chosen as the base of his thoughts; c) to analyze and investigate Elkonin’s scientifically researches and how they are supported by the work started by L. S. Vigotski; d) show whether or not Elkonin’s thoughts bring novelties to Vigotski’s hypothesis. To achieve these aims, the methodology which was elected counts on primary and secondary sources, which are parts of the bibliography studied. Elkonin’s writings and his interlocutor were considered primary source; and Elkonin’s interpreters – recent authors - , secondary source. Beholding these sources, the research involved the following steps: collecting, locating, access, selecting translating (Russian – English – Spanish) and reading these materials, which has implicated in descriptivist and conceptual analysis and synthesis. This research has resulted in data which are concerned to how Elkonin has been understood by the researchers who work with the Historic-Cultural Psychology. Elkonin was Vigotski’s disciple, and worked together with Davidov, Dragunova, Galperin, Leontiev, Zaporozhéts e Zinchenko. Elkonin developed studies about dynamic and characteristics the direct emotional communication activity, object manipulative activity... (Complete abstract click electronic access below)