The Effectiveness of Cognitive, Kinesthetic, Visual- Auditory and Technology-Based Approaches in Polyrhythm Teaching: A Systematic Synthesis
DOI:
https://doi.org/10.46328/ijtes.8646Keywords:
Polyrhythm, Music pedagogy, Cognitive learning, Kinesthetic learning, Visual-auditory learning, Technology-based learningAbstract
The purpose of this study is to synthesize the effects of polyrhythm teaching techniques based on different approaches developed as alternatives to traditional counting techniques by reviewing studies in the relevant literature. 5 publications that comply with the criteria identified within the scope of the research were examined in detail, and the pedagogical techniques, methodological approaches, assessment and measurement tools used in these studies, and the findings are comprehensively analyzed thematically. The synthesis of the studies examined reveals that the determining factor in polyrhythm learning is not the superiority of a single method, but rather the complementary functional roles of different approaches. Cognitive and verbal approaches form the basis for the mental analysis of complex rhythmic structures and the achievement of conceptual clarity; while technology-based approaches accelerate the process of transforming these mental schemas into physical performance through action observation and immediate feedback mechanisms. Modeling and motor skill-focused approaches ensure that the learned rhythmic structure reaches musical maturity and that the performance quality becomes permanent. Consequently, a holistic approach wherein logical grasp, technological mediation, and motor training converge offers a robust framework for enhancing the overall quality of polyrhythm performance.
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