MMP - Musicianship Method Project
A comprehensive and effective programme must consider all of the possible sectors in which the student’s skills and competence can develop, which fall into two main categories: musicianship and instrumental skills. The ‘Music Method Project’ (MusMP) comprises the ‘Musicianship Method Project’ (MMP), related to musicianship development, and other ‘Method Projects’ related to the development of various instrumental skills, such as the PMP (Piano Method Project), etc.
While musicianship will develop slightly when studying an instrument, scientifically well-programmed musicianship development will be the primary factor for excellent instrumental improvement.
Within musicianship development, the most relevant part of all activities is related to singing. Singing in tune, by means of a conscious process, the ability to rely on a mental representation of a written melodic line, is one of the most - if not the fundamental - objective to pursue. Singing should start before beginning to play an instrument, and develop through the higher levels of comprehension of musical structures. From this perspective, singing should start as soon as possible and, auspiciously, never come to an end. Consequently, learning an instrument is to be considered some sort of specialisation which develops on a solid and extendsive, comprehensive foundation, which is musicianship.
MMP includes various development areas, in which different activities can be approached: the more the proposed activities are varied and systematically organised, the better the development of skills and competence will be. As a consequence, the contrast between different activities will stimulate the student’s interest, which will result in greater emotional involvement, a higher level of participation, and a more dynamic attitude.
In MMP, the Development Areas are:
Within a well-differentiated programme, the student will be dealing simultaneously with activities that derive from different development areas.
Although it is undoubtedly important for the student to simultaneously manage various activities as part of the different areas of development, any new development area should be gradually introduced.
Within MMP, ‘Singing in Tune’ should be constantly tackled: all other areas can be started according to the teacher’s discretion, in relation to the students’ aptitude, specific needs, expectations, and so forth.
While musicianship will develop slightly when studying an instrument, scientifically well-programmed musicianship development will be the primary factor for excellent instrumental improvement.
Within musicianship development, the most relevant part of all activities is related to singing. Singing in tune, by means of a conscious process, the ability to rely on a mental representation of a written melodic line, is one of the most - if not the fundamental - objective to pursue. Singing should start before beginning to play an instrument, and develop through the higher levels of comprehension of musical structures. From this perspective, singing should start as soon as possible and, auspiciously, never come to an end. Consequently, learning an instrument is to be considered some sort of specialisation which develops on a solid and extendsive, comprehensive foundation, which is musicianship.
MMP includes various development areas, in which different activities can be approached: the more the proposed activities are varied and systematically organised, the better the development of skills and competence will be. As a consequence, the contrast between different activities will stimulate the student’s interest, which will result in greater emotional involvement, a higher level of participation, and a more dynamic attitude.
In MMP, the Development Areas are:
- Note Reading
- Rhythmic Development
- Listen and Sing
- Singing in Tune
- Melodic Improvisation
- Melodic Composition
- Polyphonic Singing
- Sing and Play
Within a well-differentiated programme, the student will be dealing simultaneously with activities that derive from different development areas.
Although it is undoubtedly important for the student to simultaneously manage various activities as part of the different areas of development, any new development area should be gradually introduced.
Within MMP, ‘Singing in Tune’ should be constantly tackled: all other areas can be started according to the teacher’s discretion, in relation to the students’ aptitude, specific needs, expectations, and so forth.