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iii
ECLSS 2018b
4th Eurasian Conference on Language and Social Sciences
EIROPAS SAVIENĪBAS MĀJA
Aspazijas bulvāris 28, 1. Stāvs, Rīga, LV-1050
MERCURE RIGA CENTER HOTEL
Elizabetes iela 101, Riga, LV-1010
RIGA, LATVIA
July 24 - 27, 2018
ORGANIZING COMMITTEE
Maija BURIMA, Ph. D., LATVIA [Chair]
Hasan KARACAN, Ph.D., TURKEY [Co-Chair]
Eva EPPLER, Ph. D., UK
Kalbike Omirbaikyzy ESENOVA, Ph. D., KAZAKHSTAN
Nadejda AÇAN, Ph. D., RUSSIA
Beata BOROWSKA-BESZTA, Ph. D., POLAND
iv
ECLSS 2018b
4th Eurasian Conference on Language and Social Sciences
EIROPAS SAVIENĪBAS MĀJA
Aspazijas bulvāris 28, 1. Stāvs, Rīga, LV-1050
MERCURE RIGA CENTER HOTEL
Elizabetes iela 101, Riga, LV-1010
RIGA, LATVIA
July 24 - 27, 2018
SCIENTIFIC COMMITTEE
Prof. Dr. Mark SZYMANSKI
Pacific University, USA
Prof. Dr. Maija BURIMA
Daugavpils University, LATVIA
Prof. Dr. Giuli ALASANIA
University of Georgia, GEORGIA
Prof. Dr. Baltabay ABDIGAZIEV
Kazakh National Pedagogical University named after Abai Kunanbayev, KAZAKHSTAN
Prof. Dr. Janalik BALTABAEVA
Kazakh National Pedagogical University named after Abai Kunanbayev, KAZAKHSTAN
Prof. Dr. Georgi GAGANIDZE
Ivane Javakhishvili Tbilisi State University, GEORGIA
Prof. Dr. Vadim KUZMIN
Ural Federal University, RUSSIA
Prof. Dr. Sema ETIKAN
Ahi Evran University, TURKEY
Prof. Dr. Kalbike Omirbaikyzy ESSENOVA
Kazakh National Pedagogical University named after Abai Kunanbayev, KAZAKHSTAN
v
Prof. Dr. Olga Nosova VALENTYNOVNA
Kharkiv National University, UKRAINE
Prof. Dr. Abdullah KIZILCIK
Istanbul University, TURKEY
Assoc. Prof. Dr. Nadejda AÇAN
Ural Federal University, RUSSIA
Assoc.Prof. Dr. Eva EPPLER
University of Roehampton, UK
Assoc.Prof. Dr. Semiha ŞAHİN
Dokuz Eylul University, TURKEY
Assoc. Prof. Dr. Sholpan Myrzakasymovna SHUINSHINA
Institute of Secondary Education Altynsarin National Academy, KAZAKHSTAN
Assoc. Prof. Dr. Giovanni BORRIELLO
Università degli Studi della Tuscia / ITALY
Assoc. Prof. Dr. Zaharah HUSSIN
University of Malaya, MALAYSIA
Assoc. Prof. Dr. Rıza SAM
Uludag University, TURKEY
Assoc. Prof. Dr. Nagima Abzelbekovna ILIYASOVA
Kazakh National Pedagogical University named after Abai Kunanbayev, KAZAKHSTAN
Assoc. Prof. Dr. Raygul RAHMETOVA
Kazakh National Pedagogical University named after Abai Kunanbayev, KAZAKHSTAN
Assoc. Prof. Dr. Gulnur SMAGULOVA
Kazakh National Pedagogical University named after Abai Kunanbayev, KAZAKHSTAN
Assoc. Prof. Dr. Beata BOROWSKA-BESZTA
Nicolaus Copernicus University, Toruń, POLAND
Assoc. Prof. Dr. Hajjah Jariah Mohd JAN
University of Malaya, MALAYSIA
Assoc. Prof. Dr. Tornike SHURGULAIA
Georgian National University, GEORGIA
Assoc. Prof. Dr. Mashitoh MAHAMOOD
University of Malaya, MALAYSIA
Assoc. Prof. Dr. Raihanah Binti Hj AZAHARI
University of Malaya, MALAYSIA
Assist. Prof. Dr. Rouslan JALIL
University of Kentucky, USA
vi
Assoc. Prof. Dr. Muhammet ÖZDEMİR
Katip Celebi University, TURKEY
Assist. Prof. Dr. Nurhodja Akbulaev
Azerbaycan Devlet İktisat Üniversitesi, AZERBAIJAN
Assist. Prof. Dr. Serkan TÜRKOĞLU
Gaziosmanpaşa University, TURKEY
Assist. Prof. Dr. Ercüment YILDIRIM
Kahramanmaras Sutcu Imam University, TURKEY
Assist. Prof. Dr. Nino CHIABRISHVILI
Ilia State University, GEORGIA
Assist. Prof. Dr. Yusuf Ziyaettin TURAN
Uşak University, TURKEY
Assist. Prof. Dr. Ekin KAYNAK ILTAR
Akdeniz University, TURKEY
Dr. Katya DUNAJEVA
Eotvos Lorand University, HUNGARY
Dr. Marta R. JABŁOŃSKA
University of Lodz, POLAND
Dr. Mani Man Singh RAJBHANDARI
University of Johannesburg, Republic of SOUTH AFRICA
Dr. Alessandro PORROVECCHIO
Université du littoral Côte d’Opale, FRANCE
Dr. Rina Manuela CONTINI
Università degli Studi G. d’Annunzio Chieti e Pescara, ITALY
Dr. Paige WILLIAMS
University of Melbourne, AUSTRALIA
Dr. Wilkinson Daniel Wong GONZALES
National University of Singapore, SINGAPORE
Dr. Marek LUKÁČ
University of Presov, SLOVAKIA
Dr. Ljiljana Kaliterna LIPOVČAN
Institute of Social Sciences Ivo Pilar, CROATIA
Dr. Bruno SURDEL
Renmin University, Beijing, CHINA
Dr. Salma HALIOUI
Brandenburgische Technische Universität Cottbus, GERMANY
vii
Dr. Anantha Raj A. AROKIASAMY
Quest International University Perak (QIUP), MALAYSIA
Kardo Karim Rached MOHAMMAD
University of Human Development, IRAQ
Dr. Lazlo MARACZ
Universiteit van Amsterdam, The NETHERLANDS
Dr. Faizal AYOB
Victoria University, AUSTRALIA
Dr. Cosmin Tudor CIOCAN
Ovidius University Constanta, ROMANIA
Dr. Almaz Rafisovich GAPSALAMOV
Kazan Federal University, RUSSIA
Dr. Tahir ISLAM
The University of Science and Technology, CHINA
viii
CONTENTS
Flute challenge in chamber music ............................................................................................................2
Lejla BEQIRI - VULA, BULGARIA
Managing Schools: The Epoch of Change or Resistance .......................................................................17
Lina BAİRAŠAUSKIENĖ, LITHUANIA
Teachers and Technology in Elementary Schools .................................................................................27
Rafail PRODANİ, Marinela TENEQEXHİ, & Klea PRODANI. ALBANIA
An Assessment of Impact of Information and Communication Technology in Enterprises of Korca
Region ................................................................................................................................................... 41
Rafail PRODANİ, Jozef BUSHATI, ALBANIA, Aigers ANDERSONS, LATVIA
Turkish Educational System in Context of Thinking Training ..............................................................51
Yüksel MARIM, Rıza SAM, TURKEY
Türkiye Turizminin 2023 Geleceğine İlişkin Yaklaşımlar .....................................................................65
Cüneyt MENGÜ, TURKEY
Dijital Ekonominin Ülke Ekonomileri İçerisinde Artan Etkisi: AB Üye Ülkeleri ve Gelişmiş
Ekonomiler Üzerine Bir İnceleme ......................................................................................................... 89
Müjgan DENIZ, TURKEY
On the language of European Integration ............................................................................................106
Elisabeth DONAT, Fabian ELBAKY, AUSTRIA
New Media as a Sphere of Shaping Religious Identity and Ecumenical Dialogue ..............................111
Bogdan ZELER, POLAND
2
Flute challenge in chamber music
Lejla Beqiri - Vula
New Bulgarian University - Sofia Bulgaria, E-mail: [email protected]
Abstract
My Doctoral Study is an Interpretive Thesis Artist -Flutist. This study analyzes and processes
vase and the role of the flute as a woodwind instrument in chamber music and through various
chamber pieces starting from duet to quintet in various compositions in a self-wind ensemble
with and without clavier, in a grouping of instruments of the same and different group (wind
instruments or string instruments) through the centuries that comprise different styles and
eras. The same study is followed by 6 recitals from various chamber compositions and
programs as well as with detailed analysis of the program starting from the Harmonical
analysis, formal, historical to the tiniest specifics of expression and interpretation.
Keywords: Flute performance, chamber music
INTRODUCTION
The material that I will be presenting in this
Conference is Flute in Chamber music of duo
flute ad clarinet with two of the most difficult
Sonatas about flute and piano from the
complex material in to the philosophic idea
and challenge of playing and performing the
piece in two.
Carl Reinecke – Flute Sonata Undine Op. 167
Sergei Prokofiev – Sonata for Flute and Piano
in D Op. 94
1. PROGRAM ANALYSES
1.1 Carl Reinecke (1824 – 1910) a remarkable
composer from Germany with very sensitive
and sophisticated taste. First music lessons
were taken from his father and his early
composing influences were Schuman and
Mendelssohn that he met later on in Leipzig
(1845). This composer was known for being a
good pianist where at the age of 19 he had his
first concert tours in Denmark, Sweden and
north Germany. Later in 1046 he was named
Court Pianist in Copenhagen and later on in
1848 he went to Paris.1
The next few years were quite productive
where he wrote concerts for flute, violin, cello
and other instruments.
At age of 27 he became a Cologne
Conservatory professor and after few years he
became director of Gewandhaus Orchestra in
Leipzig as well as piano and composition
professor of the Conservatory. There he worked
until the end of his days performing, conducting
1 Chisholm Hugh , Reinecke, Carl Heinrich
Carsten, Encyclopedia Britannica, Cambridge University Press 1911
3
and composing. Being active as remarkable
pianist he also has a lot of piano recordings for
well known companies.
He died in Leipzig at age of 85.
1.2 His work
Being relatively known composer for the world
and best known for flutists, this composer has
many merits as great composer and musician
but one of the greatest would be being a teacher
for 35 years and leaving behind him even
greater (famous) students like Edvard Grieg,
Leos Janacek, Waletr Niemann and others, with
serving for music so unselfishly. His
compositions were of the unique style, with
grace and such beautiful delicate themes. He
has written few operas, three Symphonies, solo
concerts and sonatas for wind and string
instruments, three fantasy pieces for viola and
piano, Organ Sonata Op. 284, Five string
quartets (Op. 16 in E-flat, 1843; Op. 30 in F,
1851; Op. 132 in C, 1874; Op. 211 in D major,
1890; and Op. 287), wind chamber music
(sextet and octed), Four Piano Concerts and he
is best known for flute Sonata “Undine”. He did
most of his composing after retirement and as
so had hundreds of publications. From all this
we can say he was a great composer, highly
influential and a virtuoso pianist.
1.3 The Sonata
Flute Sonata “Undine” Op. 167 was
composed by Carl Reinecke in 1882 based on
Novel UNIDNE written by Friedrich de la
Motte Fouque in 1811. The German writer was
of the romantic style and by this I must note
that in writing and other visual art the styles
were established much earlier for example
Romanticism in writing is late 18th until
beginning of the 19th century and happens
different in music more specific Classical
Western European Music that we find
Romanticism period form 19th century to almost
beginning of 20th century since music is
abstract art and people need to live the time,
feel it and then absorb, create and reflect.
The book was very popular for all 19th century
and so many art works of all forms were
dedicated and inspired by the book that this
name is still pretty known even today. Based on
the books’ story many other books were written
with the same name: Ondine, play by Jean
Giraudoux, 1939; Hunted Waters, book for
teens by Mary Pope Osborne, 1994; Ondine
poem by Aloysius Bertradem 1842 (based on
this poem years later was inspired Maurice
Ravels’ Gaspard de la Nuit, first movement, in
1909 and Claudio Debussy’ “Ondine” from
Preludes book II in 1913) and many others.
Two films were made with the same story,
three ballets, many paintings through the years
to the most complex music pieces, several
operas from which most important would be
Undina of P.I.Tchajkovski, 1869, Undine opera
of E.T.A.Hoffmann, 1815, Rusalka of Antonio
Dvorzak 1901 and others.
The books talks about fairytale creature called
Undine, a female water spirit, a mermaid who is
found in the shore in a form of a child and
raised by a fisherman and his wife. Parents
raising her did not know that she was a mystical
creature with no soul. The only way than
undine can gain immortal soul is by earning
mortals true love that is bound to be faithful to
her. The first movement of sonata is describing
Undines’ living in the beautiful Cristal castles
deep under the waves with magical calm flute
4
theme. The second movement describes her life
on land with her faster parents raising her with
much love as she was their own daughter but
yet she did not behave and was lively noisy
child. The flute plays chase structure with piano
in very short, fast notes and anticipation
emotion.
Growing up in a totally charming and beautiful
yang girl she falls in love with knight Hulbrard,
as the author of the book describes her” The
longer he sought for her beneath the shades of
the trees and found her not, the more anxious
and distraught did he become. Once more the
thought that Undine was but a phantom, a
vision caused by the mysterious forest, took
possession of him”2, the mutual love crowned
with marriage. Then she turns in to her real
form and confesses her true story but Hulbrand
loves her above anything and they stay together
in most happy and romantic time. This is the
third movement of the sonata with most epic
love melody.
And human nature always betrays us by
showing its real face for good and bad we have
and that’s exactly what happens with our knight
when he fells again for his first love Berthalda.
By this act of betrayal Undine is forced to go
back to her water world. The forth movement is
all about Undines deep disturbance,
disappointment and anger. On Hulbrands
wedding day with Berthalda, Undine gives him
a kiss becoming his curs “trembling with love
and with the nearness of death, the knight bent
towards her, and she kissed him with a holy
2 Undine, by de la Motte Fouque , adapted
from the German by W.L.Courtney and
illustrated by Arthur Rackhman, London
1911Page 20
kiss”.3 He dies and she turns in to water nymph.
This movement is characterized with forte
dynamics, impulsive accent and pain. The very
last bars are the leitmotiv of their love theme in
light, delicate piano dynamic with the very last
forces and is described the knight funeral and
Undine seeing him above as a white shadow.
Another version of sonata can be seen as each
movement being one of the four elements,
water, fire wind and earth while love being the
fifth element watches among all the Sonata.
1.4 Sonata Analyses
Reineckes’ style of composing is based on
Classical frame with tempting ideas of
Romanticism expression. This sonata is built on
Classical form with few escaping moment in
the melodies so we can say that this sonata is
mix of both styles.
3 Undine, by de la Motte Fouque , adapted
from the German by W.L.Courtney and
illustrated by Arthur Rackhman, London
1911, page132
5
Full Sonata form
Movement First
mov.
Second
mov.
Third
mov.
Forth
mov.
Tempo Allegro Intermezzo Andante
tranquil
Finale
Key e – minor be– minor G – Major e-
minore
Meter 4/4 2/4 4/4 4/4
Form Sonata
Form
ABACA
ABA Sonata
Form
Duration 7 min 4 min 4 min 5 min
Sonata form is a musical form that appears for
the first time in Early Classicism as program
music with mainly three parts: an exposition, a
development, and a recapitulation. The word
sonata for the first time was used in early 17th
century and it mend music piece performed
only by instruments having no vocal as a part
coming from the Italian word suonare with the
same meaning.
Best example of the same is Pergolesis’ Trio
Sonata No. 3 in G Major. 1
Sonata is built in four movements. In the later
development of the form, the first movement of
sonata was sonata form itself. Still on the
subject of classification, it should be added that
sonata form was typical of the first movement
of a sonata, symphony, quartets, etc.2
The first movement is with very light and
sensitive theme. Hearing it for the first time,
immediately can be imagined the underwater
fairy world with all its idyllic beauty. This is
the impression that every listener can
experience and as e performer, flute player it is
1 The Analysis of Music, John D. White, 1976 page 20. 2 The Age of Mozart and Beethoven, Giorgio Pestelli, Cambridge University Press, 1984, Sonata form, page 14.
very difficult moment to be performed with
precise intonation. As we sad, the intonation is
personal thing and it should be solved in years
but there are always tricky parts that tempt the
intonation and this theme is one of them. Flute
is this chamber piece is not so challenging with
the other voice piano, since rhythmical is not so
difficult because the piano only accompany this
melody and yet performing it with flute is very
difficult regarding the intonation because it is in
a long legato, moving few interval notes in one
octave almost the same notes and in the
dynamic of starting calm than making little
wide crescendo in to decrescendo risks the
intonation even more and especially the fact
that it is in legato. Here is an example of the
first theme of the first movement of the
“Undine” Sonata, see example nr 1.
6
Example nr 1.
This movement is in stable intonations and
jumps are in natural intervals, the rhythmical
moment is not very challenging but the most
difficult part would be the interpretation of the
same, the way of expression. To be able to
perform this sonata it requires a certain amount
of wisdom let’s say or musical background with
high phrasal understanding. Yet it has to be in
round manner, horizontal with not high and low
amplitudes, in one motion and very delicate.
The moment that awakenes this movement is
the rhythmical texture in flute that appears by
the middle of the movement that warns a little
musical movement and yet in constant long
legatos that has to be performed in easy mode
but very precise rhythmical ground. In this part
also piano structure is more complex so it has
more communication and vigilance of
following the voices, being together and
expressing the upward or downward intensity
together. See example nr 2:
Example nr 2
7
The movement ends with the same calmness
that it starts.
The second movement is total opposite of the
first movement to its smallest detail. If in the
first movement we had lyrical themes with long
legatos and love meaning here we have
rhythmical structures with high staccato jumps,
powerful dynamic and very alive
communication with piano. It sympobyses the
uncalm childhood of Undine on Earth and all
the frustrations that a child can have with much
harsh atmospheres. As flute performer it is not
easy to play single tong staccato all time if forte
because the toung has tendence to be heavier
and here it has to be the same all the time, short
exact and strong. The same material is in the
piano score so precise is not te be discussed for
in return it is not playable and all the point of
catching the atmosphere is in this exact
moment.
See example nr 3.
Example nr 3
The breaking moment is the slow short melody
in the middle of the second movement for in
short moment it turns to the random second
movement euphoria and finishes it strong.
The third movement is a love theme, the
moment when Undine falls in love with a
mortal man, live is a dream and such
atmosphere is required to be transferred in the
flute sound. It has to be warm, for is no
coincidence that is in first octave, it requires
warm color, round movement and in much
much love. The piano accompanies with the
most classic accords and even question answer
communication. This atmosphere is to be
8
disturbed with fast euphoric piano entrance
with different rhythmical pattern with triples.
Flute is to take this atmosphere in to the next
level with short but big jump to the climac and
gradually pulling it downwards to accent
trillers. All this meets the calm end to melting
for the last time in the beginnings theme, with
piece and relive as easy as breath. Here you can
see the example nr 4:
Example nr 4
The fourth movement starts with auftact (See
example nr 5), a motive that follows all the
movement with power that constant
accumulates power. For flute this piece is very
challenging because it requires very wide tome
with powerful color and yes moving one. It has
to be careful not to be overblown or over sad,
yet it has to be fully sad. The piano has
symmetrical motive patterns to certain
moments with more compressed text. To earn
the explosion power it also modulates few time
for pomposing the accent and in the end, after
all the war and poring hart, it finishes in the
very calm and minimal moment with the
material of the love theme for representing
reminiscensa memory of the good times and
bitter curse at the same time since Undine now
stands upon the love of her life as a white
shadow while he has just died from her kiss.
9
Example nr 5
2.1 Sergei Sergeyevich Prokofiev (1891 –
1953) from Ukraine is one of the most
influential composers of the 20th century. Being
recognized as leading Neoclassicist, his talent
of embodying rich harmony and new specter of
colors remains absolutely unique.
Growing up as the only child, his mother being
a pianist from St. Petersburg was the first guilty
person for the very early music involvement of
Sergei in music. Listening to her play he
composed his first piece for piano when he was
only five. At the age of 9 he was introduced to
music teachers and he had his first official
lessons of harmony, music composition and
polyphony for by the age of 12 he studied
composition in the St. Petersburg Conservatory.
He had his first debut as contemporary
composer in 1908 in the Conservatory
performing his pieces.
In his autobiography he confesses that being
exposed as musician to all this great works
written until now had him feeling jealous,
though he systematically tried to learn from
their “more mature” models.1 Also he speaks
about his not pleasant respect towards his
colleagues and having so it was “deep
disappointment.”2 His highest point in the
Conservatory time was winning the piano
contest in 1914 by playing his Piano Concerto
nr. 1.
After World War I he went traveling and living
in America where soon he was compared to
1 Dorothea Redpenning, "Prokofiev,
Sergey," Grove Music Online.
Oxford Music Online, Accessed June 14,
2013,
<http://www.oxfordmusiconline.com/subsc
riber/article/grove/music/22402 2 Prokofiev, Soviet Diary, 235
10
other famous Russian exiles like Sergei
Rachmaninoff. His debut solo concert in New
York led to several further engagements. After
a second season in America, Prokofiev divided
his time in London, Paris and Germany.
At the beginning of World War II Prokofiev
lived in Moscow where he was evacuated for
several years and this time was known as his
most productive time. After the War with his
performances he reached his best fame around
Soviet Union composers.
In his 1951 article “Music and Life,” Prokofiev
writes about the “artist’s mission.” “But can the
true artist stand aloof from life and confine his
art within the narrow limits of subjective
emotions, or should he be where he is needed
most, where his art can help people to live
a better, finer life?”3
Living in the time of Two World Wars with
every norm being disputable around everything
and everybody; living, feeling, absorbing and
creating an art of genius ideas among every
other personal and professional challenge,
Prokofiev by the end of his years suffered from
anxiety and hart health. He worked untill the
very last force and passed away in agony
in1953, at the age of 61.
2.2 His work
His styles have been changing through years
starting from more simple music with deep
expressing moments (ballet Ala and Lolly) to
delightfully charming “Classical” Symphony
no. 1 in D major moving to more sophisticated
expression (childrens’ story for orchestra and
narrator Peter and the Wolf) all the way to the
3 Prokofiev, Autobiography, 135
popular ballet Romeo and Juliet and the
Symphony no. 5.
There are no words or phrase that can comment
his composing style unless we are writing a
book on his name but just trying to capture the
most innovative and strong personal
characteristics among many like sharp dynamic
contrasts, melodies spanning in large pitch
range, frequent key changes and harmonic
enrichments.
Prokofievs’ most important works are: Three
Piano Concerts, Piano Sonatas, Symphony-
Concerto for Cello and Orchestra in E minor,
Op. 125, (written for Mstislav Rostropovich),
opera The Gambler, The Fiery Angel, War and
Peace, The Love for Three Oranges, Peter and
the Wolf Op. 67, a children's tale for narrator
and orchestra, Ivan the Terrible Op. 116, Flute
Sonata in D, Op. 94 (later arranged as Violin
Sonata No. 2, Op. 94a), the ballet Chout,
Symphony No. 1 in D major Classical Op. 25,
an early neo classical composition, Le pas
d'acier, The Prodigal Son, Romeo and Juliet
Op. 64, ballet in four acts, contains the famous
"Dance of the Knights", Cinderella, The Tale of
the Stone Flower, 7 Symphonies, String Quartet
No. 2 in F major, Op. 92 Violin Concerto No. 1
in D major, Op. 19 Quintet, Op. 39, for oboe,
clarinet, violin, viola, and double-bass etc.
2.3 The Sonata
Sonata for Flute and Piano in D Major (1943) is
his first and only sonata for flute. It has four
movements having very complex / beautiful
texture with deep philosophic idea. The piece
was composed in a year during his evacuation
time and was requirement from Levon
Atovmyan, finance officer of the financial
11
division of the Union of Soviet Composers in
Moscow, for wich he was paid 8000 rubles.
Having it as a financial support and a challenge
at the same time about the intriguing instrument
he says: “I had long wished to write music for
the flute, an instrument which I felt had been
undeservedly neglected.” 4
The premiere was played on December 7, 1943
in Moscow by flutist Nikolay Ivanovich
Kharkovsky and pianist Svyatoslav Richter.
The next year Prokofiev made a violin
transcription as Op. 94a played by the violinist
David Oistrakh, whom he describes as “one of
our best violinist”.5 The project “proved not too
difficult, since we found the part of the flute is
easily adaptable to the violin.”6
2.4 Sonata analyses
Full Sonata form
This sonata among all has the philosophic idea
and reflects the cold beautiful Russian
atmosphere in was times. The first four first
bars of the first movement are the first theme
and it present cold beautiful white field of
heavy snow. The flute sound has to be very
precise, specific, to be heard through and
mysterious. Piano has simple structured
accompany with interesting movements inside.
In this chamber piece the communication and
the fulfillment in between the voices is very
specific so both instrumentalists have to have
high musical communication, both to
understand the piece and to have to deliver
specific feeling. See example nr 6 and 7. In
comparison to the previous Sonata here the
4 Prokofiev, Autobiography, 131 5 Prokofiev, Autobiography 131 6 Prokofiev, Autobiography 131
piano has rhythm and the flute melody and
Reinecke has the opposite.
Here is second theme of the first movement
being more structured and more serios material
of was melodies vibe.
This piece is enriched with complex harmony
and technical requirement in both instruments
with slightly higher accent to the flute since it
has exhibitions in fast virtuoso passages with
high expression like in the second movement.
The meter is almost displaced since to the piano
entrance in the beginning of the second
movement flute enters in the first beat with
certain legatures that gives the feel of the two
voices not playing in the same meter. See
example nr 8 and nr 9.
12
Movement First mov. Second mov. Third mov. Forth mov.
Tempo Moderato Scherzo Andante Allegro com brio
Key D - Major a – minor F – Major D – Major
Meter 4/4 3/4 2/4 4/4
Form Sonata Form Trio and scherzo Ternary Rondo
Duration 8 min 5 min 4 min 7 min
Full Sonata form
Example nr 6
Example nr 7
13
Example nr 8
Example nr 9
The third movement has question answer
moment with the most evident moment of
communicating in the chamber piece. Legatos
have to be in very calm and melting motion so
has one voice to another. The meter helps it
being precise but while interpreting it has to
have a certain delay at one bar and that much
moving forward in the next bar so the music
feels humble.
And of course the accumulated energy and
phrasing has to explode like a rainbow in to
million colors or like marching army or horrible
hurricane. It starts with ouftakt entering
14
powerful forte in stable tonal harmony with
pompose piano accord for support. In this
movement there are the most difficult technical
figures for flute in big arpeggios, in very short
time, in big intervals and fast tempo in front of
important musical moment. See example nr 10.
Example nr 10.
Here is another very difficult technical moment for flute in example nr 11:
Example nr 11
15
3. Summary of chamber group duet flute
and piano:
Being compositions of structural texture with
deep philosophic ideas and not to pass by the
technical requirements; I have set few
questions about these pieces and at the same
time it is the analyzing method as followed:
1. The flute – piano musical and technical
proportion?
2. Technical difficulty?
3. Performance requirement?
4. Innovative moments?
5. Musical idea / atmosphere and style?
6. Similarity and difference?
1. The flute – piano musical and technical
proportion?
While analyzing formal, harmonic, historical
and performance difficulties or challenges let’s
say, we can come to the conclusion that
musically both sonatas require high level of
music understanding, music following,
complex ideas delivering and music size. As
for the technical part I must say that favored
chamber piece in this category would be
Prokofiev Sonata.
2. Technical difficulty?
For piano and flute is different if we speak for
the voices-instruments separately. For flute I
would say that by technical difficulty we speak
of personal weakness or abilities in expressing
certain speed in the instrument but by some
standards of technical measures by analyzing
both Sonatas I will say Prokofiev Sonata is
more difficult just by the difference of very
fast and virtuoso passages in third octavas by
not leaving so much further behind Undine
Sonata with all legato difficulties and tuning
ones. For piano my collage says that Undine is
more complex since it has more jumps and by
listening it I would agree.
3. Performance requirement?
To be able to perform this kind of material and
by performing I mean fully delivering the
musical/philosophical idea, the instrumentalist
has to have high understanding of music and
artistic maturity, mental condition that is
reached by year of effective practicing and
performing challenging material. In this
question I would not devide the two Sonatas in
any sense for in performance they both require
the maximum possible of both performers.
4. Innovative moments?
Since both Sonatas are written in Classical
style an by saying this I rely on harmonic
analyses firstly, formal analyze, the report of
between the tonalities, musical and technical
building and music idea. In this sence I would
say there are no innovations like something
shown for the first time in the history because
it has all features of Classical Sonatas but is
worth mentioning that: Flute Sonata is the only
one written by Prokofiev, it is so famous that
later it is transcript for all string instruments
(which in history usually is the other way
around), this chamber music pieces are with
the most philosophy from almost all flute
chamber music pieces, in both sonatas in
16
almost every movement there is a skip away
moment with very far away material that the
usual movement and probably the fact that in
this chamber piece the both voices have the
same musical and technical difficulties because
usually in flute piano pieces piano is
accompany or even in chamber music in
general but in this sonatas music material in
present all the time in the both voices.
5. Musical idea / atmosphere and style?
Both sonatas have high philosophic idea with
deep meaning even they are inspired of
different themes. Also both sonatas strongly
stay in Classical style with tiny exceptions of
Romantism.
6. Similarity and difference?
Similarities would be in formal building, the
way theme is treated and material is crumpled,
the genial way the high musical idea is
presented and treated while the difference
would be the themes they are inspired by, the
way they have treated the flute sound, the way
that communication in chamber music in
treated and richness of harmonies in different
of musical moment.
17
Managing Schools: The Epoch of Change or Resistance
Lina Bairašauskienė Klaipėda University, Lithuania,E-mail: [email protected]
Abstract
The article presents transformations of Lithuanian school management, describing key
principles of the difference between concepts of management and administration. It also unfolds
the history of Lithuanian education change, school management characteristics and its
challenges, factors, and tendencies in the period of independent Lithuania. Manager’s role is
crucial in any educational organization, being at that – attitudes, practices and values promoted
– can transform a school into a dynamic institution. Regarding educational management, it can
be defined as the science and art of performing managerial role which consists of a set of
principles and functions of management standards and methods for achieving the objectives of
the educational system. The confusion has arisen between the concepts of school management
and school administration. Scholars argue that management and administration should not be
used synonymous.
In the rapid alternation of education external environment of school makes extensive influence
on school management. From the point of view of the influence of economical-political factors
everything related to investments and budget allocations is related to school performance
efficiency. Social factors should not be neglected, as most of the current existing elements of
school principals’ performance must be supplemented by social functions. Technological issues,
although conditioned by the economical and political ones, are of a high importance, as the new
trends, innovations in education are being introduced. Education changes bring instability and
uncertainty in understanding traditional school objectives, which now are related to the chosen
direction of educational process implementation. The resistance to change of individuals and
organizations usually occurs becoming a natural component of change. Such factors as
emotional instability, habits, excessive conformism, authoritarian tendencies and attitudes
towards risk affect school management transformation processes.
Keywords: school principals, management, administration, education change.
18
1. INTRODUCTION
In recent times, there has been
significant attention to changes in school
management. The role and functions of a
school principal are broadly understood as
initiator’s of innovations in educational
process. Contemporary education policy
determines school management as key
figure in organizational development while
implementing harmoniuous education,
upbringing independent, strong
personalities that are able to take motivated
decisions ensuring democratic future
society. The school is an organization of
complex activities, thus its management
acquires the importance of performance
results (Gunter, Grimaldi, Hall, & Serpieri,
2016). School management is concerned
with the institution, its policies, goals and
implementation of these policies. A school
principal is described as an individual
responsible for school setting who directs
affairs of a particular school and is
involved in planning, organizing,
supervision, monitoring, and evaluation.
The purpose of the paper is to analyze
changes in school management and
administration. The study focuses on the
concept of school management
and
examines state comprehensive school
management transformations influenced by
external factors and internal resistance to
changes.
The methods of scientific literature as
analysis, synthesis, and interpretation have
been applied. The research is based on the
approaches of concepts of postmodern
global processes, constructive perception
of procedures, principles of systematicity
in management, and theory of social
constructivism (Latour & Woolgar, 1986).
2. Complexity of the Concept of
Educational Management
Management as a science originated at
the end of 19th century with the emergence
of F. W. Taylor‘s report at the Association
of Mechanical Engineer in The United
States, and in 1911 H. Fayol’s published
book General and Industrial Management
that comprised universal principles of
management (Wilson & Thomson, 2006).
Later, in 1930s German sociologist M.
Weber supplemented the notion of
management with insights on bureaucracy
and formal organizations. Since 1960s
management has been considered as a
system that operates complex institutions
including human resources, various tasks
and technologies.
At the beginning of managerial science
development schools’ management was
considered in a different manner than it
was in business organizations. School
management was not widely researched
issue till the end of WWII, and only after it
with the spread of decentralization process
first prominent studies had been conducted
in Western European countries and in the
United States (Eacott & Evers, 2015).
Understanding Schools as
Organizations (Handy & Aithen, 1986)
lead the foundation to connect school and
business organization management into
19
one system (Wilson & Thomson, 2006),
emphasizing the factors influencing
effective management of education
process. Later Dalin (1978, 1993), Fullan
(1991, 1992, 1993, 1997), Hargreaves
(1992, 1994, 1997) contributed to the
development and improvement of school
management and change processes in
educational institutions.
Despite the fact that western countries
have deep centennial school management
traditions, in Lithuania until the restored
independence school management was
treated in a different manner due to high
level of predominant centralized and
authoritarian school administration. The
concept of management was not applied in
public use and school management was
determined as ruling and commanding
(Želvys, 2015). Contemporary
management theories widely spread only in
1990s. Extensive education reforms
contributed to school management
transformations with the appearance of
new concepts of management, managerial
competencies and managerial knowledge.
Many scientists endorse (Želvys,
2003) that education management is
comparatively a new branch of science not
only in Lithuania, but also in other
countries. It might cause polysemous
understanding of the concept of
management. There could be find plenty of
deffinitions to management but in most
cases it is similar to the one defined by H.
Fayol in 1930 as “to manage is to forecast
and plan, to organize, to command, to
coordinate and to control” (Fayol, 1930, p.
3). Freguently school administration is
interchanged with school management in
the same context. Concise Oxford English
Dictionary (2011) defines management as
“the process of dealing with or controlling
things or people”, whereas administration
is “the process or activity of running a
business, organization, etc”. Since only
things, people or manufacturing processes
can be managed these two concepts should
not be used synonymously. Therefore,
institutions and organizations should be
administered. Želvys (2015) distinguishes
school management as independent
planning and supervision of institution,
whereas administration involves activities
defined by legal regulations of other
institutions.
Three prevailing viewpoints exist in
appliance of managerial theories in school
management (Želvys, 2003). The first
viewpoint argues educational institutions
being of the same origin as the other ones,
therefore common managerial laws should
be applied in managing schools. The
proponents of this attitude claim that
representatives of education system
subjectively exclude education
management as an exceptional sphere that
is unique, though the main roles and
responsibilities of school principals’ are
mostly identical to other institutions
managers’. The opposing standpoint is
represented by the second group which
state that school management cannot be
equalized to business organizations
management because of completely
diverse goals and objectives. The third
viewpoint represents a transitional position
highlighting that common laws, theories
and practices could be applied to school
20
management after thorough selection and
consideration (Kochhar, 2013).
According to Chikoko, Naicker and
Mthiyane (2011) management is a function
of complex systems that is displayed in
orientation of activities and information,
internalization, decision making
accompanied by persistent search of
allocations. The complexity of education
system is reflected by interactions between
students and teachers, planning and
implementing of education process, as well
as monitoring it and seeking for higher
quality and efficiency. Hosgörür (2016)
notices that education is a social system
that encompasses not only management of
human resources but the main focus is laid
on constant development and improvement
of student’s personality. Moreover, school
principal is responsible for ensuring safe
microclimate that allows to build friendly,
regardful and equal relationships among
the members of school community.
Consequently Chikoko, Naicker and
Mthiyane (2011) claim that management of
education institutions is a science and an
art linked with the design of future goals
overpassing traditional concepts of
banking education and becoming a
changing, learning, creating, and satisfying
global needs institution. Therefore,
education management is a powerful tool
in education process that could be
employed to promote transformations in
relationships between students and
teachers (Nicodim, Bucata & Muscalu,
2016).
School management represents an
integrated approach and methodology in
planning schooling process, principles,
functions and rules ensuring fulfillment of
goals of national educational policy.
Thereby education management is
considered with different levels of practice
(Panfil, 2017):
Macro – systematic level of education
– involves national educational policy
that integrates national and
international standards defining
education goals, education guidelines,
legal regulation, implementation and
monitoring of school curricula.
Transitional – school level defining the
design of institution direction, creation
of contemporary learning environment,
implementation, monitor and
correction of schooling process, staff
training.
Micro – classroom level – a set of tools
for establishing proper relationship
between students and teachers. The
main focus is reduction of stress,
intrusive behavior, negative external
influence.
Generalizing, it could be stated that
education management includes mastering
education processes, implementation of
managerial functions, construction and
development of students’ personalities,
promotion of staff improvement,
administration of allocations by applying
common managerial laws and principles
after thorough selection considering the
context of certain educational institution.
21
3. Factors of School Management
Change
In relation to the viewpoint that school
management should be considered as
management of other institutions, Kochhar
(2013) challenges school principals to react
to internal and external factors of change.
PEST analysis is used to describe a
framework of macro-environmental factors
used in the external environmental
scanning component of strategic
management both in business and
education institutions (Panfil, 2017). It
involves the analysis of political-legal,
economical, socio-cultural technological
factors that influence school management
and school performance. Due to
implementation of educational goals PEST
analysis is supplemented by educational
factors that substantially contributes to
changes in school management
(Mečkauskienė, 2010).
Political-Legal factors. Donaldson
and Weiner (2017) emphasize
contradiction of opinions that political-
legal factors are considered to be of low
influence, thus in reality it is hardly
achievable as national governments design
education reforms distributing
responsibility of implementation to local
municipalities. Changes in the political
system directly influence stability and
continuation of launched reforms.
Political-legal factors determine school
performance and administration,
allocations, requirements for pedagogical
staff, etc. School principal becomes an
organizer and administrator of complex
activities ensuring safe environment,
satisfactory results and achievements.
Hence, the responsibility of school
principals‘s has inlarged within the
increased requirements for school
principal‘s quaificationsand competencies.
Moreover, the connection of political and
legal factors with economical,
techological, and socio-cultural factors has
dimension in determining school
management direction pathway (Munro &
Belanger, 2017).
Economical factors. Ungureanu,
Rascu-Pistol and Ungureanu (2014)
indicate public institutions dependence on
economic state of the country. State
schools receive allocations from the
government. With the economic growth an
increase in funding of education can be
observed (Kochhar, 2013). Following
recommendations of international
organizations, UNESCO and OECD,
national governments must provide
education with the allocations of at least 6
% of GPD. Though, statistics in Lithuania
show that in 2016 the allocations
comprised 4,3 % of GDP, and respectively
4,7 % in 20171. This demonstrates
financial instability in education system.
Therefore, school principals face
challenges in efficient finance management
and endeavour to employ competitive
strategies to attract additional funding.
Furthermore, with the outbreak and spread
of neoliberalism school management
experienced market economy domination,
as well as marketization, which lead to
1 Retrieved from:
https://osp.stat.gov.lt/documents/10180/3329771/B
VP.pdf
22
financial competition provoked by striving
to survive.
Socio-Cultural factors reflect
multilayered reality of society. Kettl
(2015) acknowledges that attitudes of the
society members on saving and investment
influence education system. Moreover,
Ungureanu, Rascu-Pistol and Ungureanu
(2014) highlight historical perspective
denying connections between public good
and high level of education, contrary in
seeking public good priorities are given to
other spheres of social life such as
healthcare, etc.
Social demographic changes within
countries, such as decrease in birth rates,
increasing emigration, influence the
declining number of students. Though due
to rapid changes in human social life the
number of students with special needs has
significantly risen (Sallis, 2014).
Consequently school principals face with
new challenges in solving students‘
problems related to intensified migration
that cause isolation and allienation. Due to
these factors school management has been
supplemented by performaning social
functions.
Technological factors. Panfil (2017)
claims that widespread use of ICT in
school management process has changed
the notion of working place and time that
have become open-ended. With
techological innovations new standards
and requirements have been implemented
which contributed to the improvement of
effective communication, presentation,
perception and dissemination of
information. Ungureanu, Rascu-Pistol and
Ungureanu (2014) highlight ITC as a
powerful tool that mediates teaching and
learning. It is obvious that with
technological progress administrative tasks
have been facilitated. though introduction
and use of innovative information and
communication technologies recognizes
tension in search for funding to purchase
modern equipment in order to satisfy the
needs of contemporary and progressive
students (Munro & Belanger, 2017)
Educational factors. Mečkauskienė
(2010) argues that educational factors have
a high impact on school management as
school principals are autonomous in the
ways school curriculum is performed
considering particular school goals and
objectives. Educational changes influence
the notion of school management and
principal‘s responsibilities to ensure
modern learning and teaching processes
oriented towards international education
standards and national reform issues.
Therefore, it is essential in managerial
process to incorporate strategic modelling,
monitoring and supervision (Chikoko,
Naicker & Mthiyane, 2011).
Multilayered external factors
influencing school performance indicate
the complexity of school management
transformation. Ungureanu, Rascu-Pistol
and Ungureanu (2014) consider internal
factors which influence resistance to
changes in school management. Kettl
(2015) defines resistance to changes as
natural process in school management
transformation due to psychological, social
and economic causes.
23
Changes as threat to stability (Ungureanu,
Rascu-Pistol & Ungureanu, 2014) is a
frequent standpoint in the face of change.
Many education reforms have been greated
with discontentment prefering status quo.
Panfil (Jašarevič & Kuka, 2016)
recognizes that consistent national
education policy minimizes public
opposition.
Emotional volatility and uncertainty are
provoked by economic and political crisis
which require well-coordinated solutions
by optimizing strategic management
decisions (Chikoko, Naicker & Mthiyane,
2011).
Emotional dependence is followed by
person’s inability to implement
organizational changes. Thus, school
principals avoid creative solutions and
decisions in changing established way of
management that they are used to over the
years (Donaldson & Weiner, 2017).
Excessive conformism expresses a
conservative attitude towards preservation
of traditions, despite the fact of
implementing obsolete managerial models
(Kettl, 2015). Ungureanu, Rascu-Pistol and
Ungureanu (2014) relates excessive
conformism to authoritarian tendency,
which is common in post-soviet countries,
when authoritarian viewpiont is adapted to
new approaches of managerial theories.
Risk factor is considered to be most
influential in resistance to changes in
management (Kettl, 2015). This raises
concerns in relation to whether a school
principal is able to accept personal
responsibility for schooling and
management outcomes in cases they
contradict with the expected and planned
results.
The initiation of changes in educational
management requires promotion and
implementation of projects that are
dependent on political, social and
economical factors. The process of
management transformation is related with
dissatisfaction of current status and
situation, therefore, Stones and Hatswell
(2017) highlight necessity to overcome
challenges regarding socio-historic context
in the process of transforming sustainable
managerial changes.
CONCLUSIONS
1. In the beginning of this article, it
was stated that educational management is
a complex concept, whereas synonymous
use of manage and administrate is
frequently observed. Nevertheless, school
management should be considered as
independent planning, implementation,
organization and monitoring of the
performance, meanwhile administration
involves practices strictly defined by legal
regulations of other authorities. Three
distinctive viewpoints are highlighted
describing relations between school and
other institutions management. The first
claims that common managerial theories
should be applied to all kinds of
institutions without any exclusion,
although the opponents argue that schools
are exceptional organizations and
managerial process in schools is unique
and cannot be applicable in other
institutions. Transitional viewpoint
provides more flexible position stating that
24
common laws, theories and practices could
be applied to school management after
thorough definition of selected goals and
objectives.
2. After examining influence of
external factors on school management it
could be claimed that economical and
political factors related to investments and
budget allocations highly influence the
efficiency of school performance. Social
factors, such as migration, children with
special needs supplement school
principals’ functions with social
attribution. Technological factors have
brought new trends and innovations in
school management as well as demand for
staff competencies and qualifications
development. Educational changes lead to
instability and uncertainty in understanding
traditional school objectives, which now
are related to the chosen direction of
education process implementation. Thus,
resistance to changes in management is a
natural process of transformation and
should be undergone by executing
consistent national education policy.
25
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Ungureanu, A., Rascu-Pistol, S. & Ungureanu, A. (2014). Management and Change in Romanian
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27
Teachers and Technology in Elementary Schools
Rafail Prodani
University “Fan S. Noli” of Korça, Albania. E-mail: [email protected]
Marinela Teneqexhi
University “Fan S. Noli” of Korça, Albania. E-mail: [email protected]
Klea Prodani
University “Fan S. Noli” of Korça, Albania. E-mail:[email protected]
Abstract
Along with other developing countries, Albania as well has embraced the technology
integration in education for his development. The success of this integration however is
not dependent on teachers only. They should use efficiently the Information and
Communication Technology (ICT) in their classes. Tradictional teaching is living an
impetuous change, meanwhile the integration of topics, new curricula based on
competences and use of technology in service of integration along the curricula, is
paving the way for a more balanced education system for all students. This paper is
focused mainly on understanding the advantages and achievements as well as the
methods of using the technology in class for meeting the curriculum’s objectives. It
aims to analyze how elementary education teachers use the available technology in
expanding the learning capacities deepening and facilitating comprehension in
classroom but also handling the other tasks. The paper shows how teachers use
technology in class to expand and improve the learning process and students’
understanding. Object of the study is region of Korca. Authors think that this paper will
serves an even wider public audience as a recognition of the problem, the comparison of
the current situation of other regions, with the belief that conclusions will be felt in an
optimization of results.
Keywords: Information and Communication Technology, teachers, student , training,
classroom.