DEVELOPING STUDENTS’ RHYTHMIC THINKING AND ENSEMBLE PERFORMANCE SKILLS THROUGH DOIRA PLAYING

Abstract

This article examines the methodological possibilities of developing school learners’ rhythmic thinking and ensemble performance skills through doira playing. It proposes a progressive approach combining pulse recognition, rhythmic imitation, musical dialogue, differentiated ensemble roles, and collaborative arranging. Particular attention is given to preparing future music teachers at pedagogical universities to design accessible activities, facilitate purposeful interaction, and assess individual and collective learning. The discussion distinguishes instrumental accuracy from ensemble responsiveness and emphasizes reflection, appropriate task complexity, and meaningful participation. The article presents methodological recommendations rather than experimental findings. Further classroom research is required to evaluate the proposed approach under different teaching conditions.