1 p. 135

Here I propose a theoretical model and a practical method of predictive music comprehension and its development in children two years of age and up. The elements of music speech and their connections are learned in special sequence from less probable to more probable. The more often an element appears in classical and modern music, as well as appropriate styles of folklore, the more probable it is. The program presupposes lessons held weekly or twice a week. The program is tested in one-on-one lessons, in groups with 3-8 children, as well as larger groups. The paper describes the following forms of work: learning probable rhythmic elements and patterns by means of special form of “rhythmic solmization”; learning probable melodic elements and patterns by means of a special form of sol-fa, including a combination of movable tonic and the fixed Do, as well as a special approach to associations between degrees of the relative scale and the 12 colours of the spectrum; learning probable harmonic elements and patterns by means of special form of sol-fa. This method is illustrated with graphic examples (music) and video fragments from lessons. As a main result: A subconscious reaction by the children when hearing the described elements of musical speech in the process of listening to classical and modern music and high attention and interest on hearing. As a side result: It also could be a good basis for those children who will decide to pursue professional music education in adolescence