Features musical memory

The memory features are related to the personality characteristics. Even people with good memory do not remember weight, and people with bad memory do not forget everything. This is because memory is selective. What corresponds to the interests and needs of a person, is remembered quickly and firmly. Secondly, individual differences are revealed in the qualities of memory. It is possible to characterize the memory of a person, depending on how much individual memory processes are developed in him. We say that a person has a good memory if he is different:

• - fast memory;

• -    strength of preservation;

• -    reproduction accuracy;

the so-called readiness of memory.

But memory can be good in one respect and bad in another. Individual memory qualities can be combined in different ways.

• - The best is the combination of rapid memorization with slow forgetting;

• -    Slow memory is combined with slow forgetting;

• - fast remembering is combined with quick forgetting;

• - the least productivity is a memory characterized by slow memorization and quick forgetting.

With the characteristics of the personality, with the characteristics of human activity, the primary formation of one of the types of memory is associated. So, artists have a well developed emotional memory, composers have auditory, artists have visual memory, philosophers have verbal logic. The predominant development of figurative or verbal memory is in connection with the correlation of the first and second signal systems, with the typological features of higher nervous activity. The artistic type is characterized by the predominant development of figurative memory, the thinking type by the predominance of verbal memory. The development of memory also depends on the professional activity of a person, since the psyche is not only manifested in the activity of the psyche, but also is formed: the composer or pianist remembers melodies best, the artist - the color of objects, the mathematician - the types of tasks, the athlete - the movements.

The type of memory determines how a person remembers a material -visually, by ear or by using motion. Some people, in order to remember, need a visual perception of what they remember. They are people of the so-called visual type of memory. Others need to memorize auditory images.

It is necessary to pay attention to the fact that memory types should be distinguished from types of memory. Types of memory are determined by what we remember. And since any person remembers everything: both movements, and images, and feelings, and thoughts, - then different types of memory are inherent in all people and do not constitute their individual characteristics. At the same time, the type of memory characterizes how we remember: visually, by hearing, or by movement. Therefore, the type of memory is an individual feature of this person. All people have all kinds of memory, but each person has a certain type of memory.

Belonging to one or another type is largely determined by the practice of memorization, that is, what exactly one has to remember for a given person and how he is accustomed to remember. Therefore, memory of a certain type can be developed with the help of appropriate exercises.

Development of memory does not happen by itself. This requires a whole system of memory education. The rationalization of the mental and practical work of the person is largely promoted by the rationalization of the mental and practical work of man: order in the workplace, planning, self-control, the use of reasonable methods of remembering, the combination of mental work with practical, critical attitude to one's activity, the ability to abandon inefficient methods of work and borrow from other people effective techniques. Some individual differences in memory are closely related to special mechanisms that protect the brain from unnecessary information. The degree of activity of these mechanisms varies from person to person. Protection of the brain from unnecessary information explains, in particular, the phenomenon of hypnopedy, that is, learning in a dream. In a state of sleep, some mechanisms that protect the brain from redundant information are turned off, so memorization occurs faster.

Motivation in psychology is called motivation, which causes a person's activity in relation to the movement to any goal to meet the existing need. It is divided into internal and external. External motivation is due to some social factors, for example, when a student teaches lessons under the pressure of teachers or parents. Internal motivation is included under the influence of one's own motives. In this case, the student learns and memorizes the educational material, since he is interested, and it seems to him vital, and also has a great sense of life for him. Therefore, internal motivation is more preferable than external motivation. When a person begins to be professionally trained in some business, we can expect that he is motivated by inner motivation, and everything that he studies in his educational institution will be assimilated to them with great desire and interest. Therefore, the development of good memory is directly related to the upbringing of a future professional of internal motivation. This, in turn, is achieved in the process of self-education of a sense of responsibility and selfdiscipline.

In modern psychology, the actions for memorizing the text are divided into three groups: the semantic grouping, the identification of semantic support points and the processes of correlation. In accordance with these principles, V.I. Mutsmaher «Perfection of musical memory in the process of learning to play the piano», techniques of work on memorizing a musical product by heart were developed.

Semantic grouping .. The essence of reception, as the author points out, consists in dividing the work into separate fragments, episodes, each of which is a logically completed semantic unit of musical material. Therefore, the reception of a semantic grouping can rightfully be called the reception of a semantic division ... Semantic units are not only large parts, like exposition, development, reprise, but also included in them - such as the main, side, final parties. Meaningful memorization, carried out in accordance with each element of the musical form, must go from the private to the whole, by gradually uniting the smaller parts into larger ones.

In the case of forgetting during execution, memory refers to strong points that are, as it were, a switch of the next series of performing movements. However, premature «recalling» of strong points can adversely affect the freedom of execution. The use of the reception of the semantic group justifies itself at the initial stages of learning things. After it has already been learned, it is necessary to pay attention first of all to the transfer of the holistic artistic image of the work. As L. McKinnon put it succinctly, «The first stage of the work is to force oneself to do certain things; the last is not to prevent things from being done on their own.»

Semantic reference. This method is based on the use of thought operations to compare some of the characteristic features of tonal and harmonic plans, voice, melody, accompaniment of the work under study.

In the case of a lack of musical-theoretical knowledge necessary for the analysis of the work, it is recommended to pay attention to the simplest elements of musical tissue - intervals, chords, sequents.

Both receptions - the semantic grouping and the semantic correlation - are especially effective when memorizing works written in tripartite form and in the form of a sonata allegro, in which the third part is similar to the first, and the reprise repeats the exposition. At the same time, as V.I. Mutzmaher, «it is important to comprehend and determine that in an identical material it is absolutely identical and what is not ... Close attention is required for imitations, varied repetitions, modulating sequences, etc. elements of a musical fabric. Referring to G.M. Kogan, the author emphasizes that «when a musical piece is learned and «goes on» without hesitation, a return to analysis only harms the cause.»