20.500.12556/RUL-170913 Potencial in izziv poučevanja Sonate v B-duru, D 960 Franza Schuberta magistrska naloga The potential and challenge of teaching Franz Schubert’s Sonata in B-flat Major, D. 960 Franz Schubert je nekaj svojih najpomembnejših del ustvaril leta 1828, v zadnjem letu življenja, ko je bilo njegovo zdravstveno stanje že zelo slabo. Med njimi je Sonata v Bduru, D 960, ki velja za posebnost ne samo v Schubertovem opusu, temveč tudi znotraj sonatnega žanra nasploh. Skladba je svojevrsten hibrid med liriko in pripovedno perspektivo 19. stoletja ter mentaliteto klasicističnih proporcev Schubertovih dunajskih predhodnikov. Poučevanje te sonate ponuja kompleksne tehnične, interpretacijske, strukturne in čustvene izzive, ki lahko pozitivno vplivajo na razvoj učenca na teh področjih. Učenje skladbe od učenca zahteva, da že znane klasicistične vzorce ponotranji do te mere, da jih lahko uporabi kot okvir za predajanje vsebine, ki je po načinu izražanja v skladu z glasbeno tradicijo romantike. Poleg tega skladatelj uporablja teksturo, ki je značilna za skladbe različnih inštrumentalnih zasedb,kar omogoča nadgrajevanje zvočnih predstav in uporabo analogij iz zvena drugih glasbil pri izvajanju na klavirju. Prvi stavek Sonate v B-duru odpira vprašanja glede tempa, repeticije, inštrumentacije in navdiha, ki izvira iz nje, kar zahteva dobro poznavanje tako Schubertovih kot tudi Haydnovih, Mozartovih in Beethovnovih simfonij. Drugi stavek prinaša navdih godalnega zvoka in zahteva natančnost pri pedalizaciji, artikulaciji in branju notnega teksta. Tretji in četrti stavek pa ob spremembi čustvene vsebine in značaja postavljata tehnične in izvajalske izzive, ki zahtevajo ustrezne strategije vadenja in razumevanja Schubertove ustvarjalne moči. Potencial poučevanja Sonate v B-duru se kaže predvsem v razvijanju pripovedovanja skozi interpretacijo, razvijanju doslednosti pri pripravljanju in izvajanju dela, ozaveščanju pomena natančnega upoštevanja skladateljevih oznak ter povezovanju značilnosti klasicizma in romantike v enovito celoto. Analitičen pristop k strukturi Schubertove sonate učencem klavirja na visoki ravni izobraževanja omogoča učinkovito soočanje z izzivi, ki jih prinaša skladba, in hkrati nudi dragocen vpogled v skladateljevo mentaliteto, kar prispeva k njihovemu umetniškemu razvoju. Some of Franz Schubert’s most important works were created in 1828, in the last year of his life, when his health was already in a very poor state. Among them is the Sonata in B- flat Major, D. 960, which stands out not only within Schubert’s oeuvre but also within the sonata genre as a whole. The composition is a kind of hybrid between the lyricism and narrative perspective of the 19th century and the mentality of classical proportions characteristic of Schubert’s Viennese predecessors. Teaching this sonata presents complex technical, interpretative, structural, and emotional challenges, which can positively influence a student’s development in these areas. Learning the piece requires the student to internalize classical patterns to such an extent that they can use them as a framework for conveying content that aligns in its mode of expression with the musical tradition of the Romantic period. Additionally, the composer employs textures characteristic of compositions for various instrumental ensembles, allowing for the enhancement of auditory imagination and the application of analogies from the sound of other instruments to piano performance. The first movement of the Sonata in B-flat Major raises several questions regarding tempo, repetition, instrumentation, and the inspiration behind it, which require a thorough knowledge of not only Schubert’s symphonies but also those of Haydn, Mozart, and Beethoven. Meanwhile, the second movement draws inspiration from the sound of string instruments and demands precision in pedaling, articulation, and reading of the musical text. Thethird and fourth movements, with their shifts in emotional content and character, present technical and performance challenges that require appropriate practice strategies and an understanding of Schubert’s creative power. The pedagogical potential of the Sonata in B-flat Major is most evident in developing storytelling through interpretation, fostering consistency in preparing and performing the work, raising awareness of the importance of precisely following the composer’s markings, and integrating elements of both Classicism and Romanticism into a unified whole. An analytical approach to the structure of Schubert’s sonata allows advanced piano students to effectively address the challenges posed by the piece while also offering a valuable insight into the composer’s mentality, contributingto their artistic development. Sonata v B-duru pouk inštrumenta pouk klavirja glasbeno šolstvo didaktične smernice magistrske naloge Sonata in B-flat Major piano teaching music education instrument lessons didactic guidelines master's theses true false false P. Barbo Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-07-21 13:13:01 2025-07-21 13:13:09 2025-07-22 04:16:02 0000-00-00 00:00:00 2025 0 Ljubljana 2025 Ljubljana 47 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37:780.616.433:78.071.1Schubert F. 242886915 Barbo_Peter.pdf Barbo_Peter.pdf 1 F1A2ED868C141FE4BDA91AF46462F9D4 711899bf438c87094c0a893c25cd568db8f412b014ed50f837f94a8d22d00b4d b683a17a-6623-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=213195 Akademija za glasbo 0 0 0