SOCIOKULTUROLOŠKI KONTEKST MUZIKE

• Main Author: Maja Marijan
• Format: Article
• Language: English
• Published: Belgrade Center for Music and Dance 2019-02-01
• Series: Accelerando: BJMD
• Subjects: music education; performance; music identity; sociocultural framework; audio-visual integration
• Online Access: https://accelerandobjmd.weebly.com/issue4/musical-framework-a-sociocultural-approach

In this article music is regarded as one of the means of communication. The author approaches to music as a medium through which humans develop their skills, views, personal preferences, physical and mental abilities, as well as social skills. In this context, the author is trying to define the sociocultural aspects of music and music education. Accordingly, there are three sociocultural factors of music recognized as three ways how music is incorporated and distributed through society, building a sociocultural framework. This framework includes musical identity, music education, and public performance. Development of musical identity, as the first phenomenon, is the integral part of every person. It has been developed since early childhood, and has influence on personal views, ways of clothing, vocabulary, circle of friends, musical tastes. It has been developed independently through musical knowledge and skills, where mass media have the important role in shaping the identity, and particularly musical identity. In this sense, music identity is making up by the society and an environment in which the subject lives. However, the true cultivation of musical tastes and identity is possible only through music education and musical knowledge. Music schools and educative methodologies, as the second sociocultural phenomena through which the music is introduced into the society, have to train musical tastes, psycho-physiological skills and abilities, develop aesthetic theories, incorporate innovative methods in performing music, and introduce the technology into curriculum as the supportive remedy in the learning process and performing music. Furthermore, the state and government have to take a more active role in providing optimal and inspiring environment to schools, teachers and students in the field of music education. Finally, music performance, considered as sociocultural event, has to be integral part of the music pedagogy. Since the performance of classical music encountered the new age of technology and mass media, it has been suggested that a creative approach and an exploration of audio-visual integration have to be introduced into the concept of music performance. Therefore, the concept of audio-visual experience must be considered as an integrated part of music education and performance. In conclusion, musical experience and musical training have many therapeutic benefits as well as influence on cognitive, psychological, and physical abilities. Music develops social skills and tastes, helping a person’s integration with society, as well as building one’s identity. As music has enormous influence on the society, it has to be bared in mind that taming good musical tastes through media, developing musical skills through structured and integrated music education, and promotion of rich and inspiring public performances will eventually build healthy and beneficial sociocultural framework.