The master's thesis Mastering Bellows Techniques in the Accordion Learning Process examines the role and significance of bellows techniques in accordion playing and their implementation in the pedagogical process. In the first, theoretical part of the thesis, the structure of the bellows is initially presented. This is followed by an analysis of basic bellows techniques, such as bellows movement (opening and closing the bellows), dynamics, coordination of bellows and keys, as well as bellows articulation and accents. Furthermore, advanced bellows techniques are introduced, including bellow shake, ricochet, vibrato, pitch-bending, the use of the air button, and percussive effects. Each bellows technique is described in terms of its technical characteristics, execution method, and expressive potential in musical interpretation. Musical notation examples for each technique are also provided. Finally, the thesis outlines in which grades of music schools, individual bellows techniques should be addressed according to the curriculum of Slovenian music schools. A chapter on possible damages of the bellows and how to repair them has been added to the appendix. The empirical part of the thesis is based on research conducted among accordion teachers in Slovenian public music schools and music high schools. Through a survey method, data were collected on the emphasis teachers place on bellows techniques compared to finger techniques, the extent to which they follow the music school curriculum when teaching bellows techniques, how they introduce these techniques to students, and whether they encourage students to determine bellows movements independently. The findings confirm that bellows techniques represent a crucial element in accordion playing, that teachers attribute equal importance to bellows and finger techniques, and that the predominant teaching methodology combines personal demonstration, verbal explanation, and direct student guidance. The use of video recordings as a didactic tool is less common. Additionally, teachers encourage students to determine bellows movements on their own, and most teachers adhere to the music school curriculum or adjust their pedagogical approach according to students' abilities. Furthermore, all surveyed teachers from music high schools incorporate bellows techniques in accordance with the curriculum.
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