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Arts & Communication Interactive whiteboard in solfeggio teaching

Figure 1. Interactive whiteboard with traditional use (writing and
practicing intervals) . 2
Figure 2. Musical intonation of an example projected on the interactive
students. One of the advantages of using an interactive whiteboard.
whiteboard is the ability to preserve the foreground of the
board and the convenience of adding new content with a 2.1.2. Melodic dictation
single click. The teaching area of dictation in solfeggio extends from
In addition to the interactive whiteboard’s primary the first grade of elementary music school to the academy.
function as a traditional whiteboard, it can be used to Dictation can be rhythmic or melodic (one-part, two-part,
enhance the subject areas covered in the solfeggio lessons. three-part, etc.). The process of listening and recognizing
Given that the panel is connected to a computer and intervals and chords can also be included in the dictations.
the Internet, the possible addition of digital content to a Although the conventional approach of teaching (playing
lesson is much faster and simpler. However, the inclusion dictation on the piano) is still primary, the use of an
of digital content in every solfeggio class activity requires interactive board can greatly expand this approach. If the
extensive preparation by the teacher. teacher has digital recordings, they can be played on the
computer instead of dictating. In such situations, a smart
2.1.1. Musical intonation board is actually a transmitter of sound and images. There
The musical intonation in solfeggio involves singing are numerous websites on the Internet through which one
melodic and rhythmic examples. In the more can practice recognizing intervals and chords, as well as
conventional approach to learning, students use printed smaller melodic-rhythmic phrases and shorter rhythmic
textbooks that provide various melodic and rhythmic patterns. They can also be used through computers, and the
examples that align with the content’s processing method interactive panel is, again, a transmitter of sound. Melodic-
in the plan and program. If the examples exist in digital rhythmic and rhythmic dictation are the most common
form (pdf or e-textbook), they can be projected onto ways of working on dictation, and here, the interactive
the board to allow students to follow them (Figure 2). panel can help to check it faster. After written dictation,
In this way, following the example on the board, the in traditional teaching, it is usually written exactly on the
teacher can effectively show a specific problem in the board so that students can check their writing. With the
example being sung and highlight places that require help of an interactive board, this process can be accelerated
additional attention. Although students still occasionally by projecting dictation onto the screen. This type of
used printed textbooks, the intonation of the example dictation check implies a previously saved record of the
from the interactive board showed greater attention and same in digital form (Figure 3).
concentration on the example itself. These procedures
are also possible in classrooms where there are screens 2.1.3. Musical-theoretical terms
and projectors, but the interactive whiteboard speeds up Music theory, musical-theoretical concepts, or just
the process of switching the blackboard from an ordinary concepts, as called in the curriculum for secondary music
blackboard into a type of projector. An example can be schools, occupy an equally significant part of the work
prepared in advance on the computer, and at the moment in solfeggio. Along with singing and listening, it is also
of the lesson, when singing is planned, the interactive necessary to process and learn various theoretical concepts.
board becomes a projector with two clicks. In this area, it is still the most conventional form of work,
and the interactive board is primarily used as a board on
2 The authors of the paper took the photos. which the most important things are written and marked.

Volume 2 Issue 1 (2024) 4 https://doi.org/10.36922/ac.2163