PEDAGOGY

His background includes Composer’s  and Educator's experience gained in 30 years. Ever since I started teaching , I have been passionate in my commitment to three  things: maximizing individual student performance, inspiring students’ interest in creative process and  to inculcate interest in other arts. 

gained considerable skills  during my working at two National Conservatories  and two Special Music Schools of four Countries.In these positions, I have demonstrated the ability to resolve a variety of issues  ranging from the development of systems and methodsof creative approach to the classes with the students prior to organizing  international forums and festivals of contemporary music.Among the pupils and students of mine - are graduates of the Conservatory and the Juilliard School, Hunter College (Manhattan), St. Petersburg, Tashkent and Almaty, working in the United States, Sweden, China, Russia, Uzbekistan and Kazakhstan.

Alisher Latif-Zade - Educator. His Motto, Regulations (Rules) and Methods of the Approach to the Composer student

01).  As for me the musical lesson or lecture is a creative process where there is no teacher and students, but there are senior and younger colleagues who

                                                                                                                                                                                                 create in common this  process of creativity.                                          

02).  For me creative growth of the student is defined not by quantity of the learnt homework, but by quality of employment and display of his creative activity

                                                                                                                                                                                                                                                    in any process..

03).  I should  always take into account interest of the student and direct him on his way, chosen by him: (classics stile, minimalism, alleotoric, jazz, a serial music.)

04).  Right from the start of educational process the teacher should involve the student in various actions; to include his compositions in concert programs, 

        festivals. Is to allow to perform their compositions  to the American,  European and Russian musicians.                                    

05).  Is to develop imagination (fantasy) of the student through other kinds of art : А) Quarterly concerts with performance of compositions of students –

         composers would be spent.:В) the Organization and carrying out of competitions among students of the most prestigious  schools  or High schools of  

                                                                                                                                                                                                                                California (NY)  or states. 

06). It would be possible to spend student's conferences (or online) between  Musical High  schools of  California  (New York ) or states.

07). The exchange between students of America , Russia and Central Asia.

08). To make a composition popular Faculty through involving in inside school actions - students of performing faculties and musicologists.

09)  Release student's newspapers - composers. Process of release of this newspaper will have educative-cognitive characteras in each number{room} round

      dates will be marked, each student will have an opportunity to write  notes in music newspaper with the purpose  of display of as musical observer, criticism

       or the musicologist. Bright events to be resulted  citations and expressions of great musicians,

10). Within the framework of round dates - the organization and carrying out of the International  Musical Forums (with participation) students - composers

       with attraction of Foreign   visitors - colleagues.

Training Manual  «1000 and one step to composition» - represents a complex of specially developed exercises, dictations, tasks and tests

directed on development of composer abilities, memory, internal hearing, a musical outlook, logical thinking skills, polyphonic skills,a

counterpoint.This complex consists of 5 parts (sections) in the form of separate brochures and is addressed to teachers-composers, and  (graduate students) of composition faculty  of the highest musical institutions.The goal  of testing is to identify the professional competence of teachers-composers  and graduate  students of the Faculty of composition.The following tasks are included into a testing: Identifying the degree of ownership of knowledge in composition, instrumentation, music theory and analysis of musical forms (genres), polyphonic contra point.

Separate exercises are possible for use as an additional for graduate students  of theoretical faculty.  

This guide could  also be recommended as a preparation for the music disciplines for entrants to higher music institution.

The second part of the collection "1000, and one step closer to the composition," which opens the section:

 1. Tasks and Tests according to Instrumentation Tasks of tests: consolidate the knowledge of teachers and students in technical, artistic and timbre, and expressive possibilities of instruments; also help them learn the basic rules and techniques of instrumentation; to give to teachers and graduate students an idea of ​​timbres and Orchestra’s colors  art expressive possibilities of instruments .Number of the tasks included in the tests-50

The third part of the collection "1000 and one step to the composition" consists of a set of ear training exercises of average complexity, directed on improve of internal hearing, acoustical and musical memory, logical thinking ect. The purpose of these exercises:  to  consolidate andimprove the knowledge of teachers- composers and graduate students of composition faculty on the discipline of "Solfeggio" Number of exercises,–70 (7 complexes on 10 exercises)

Ethnics musical dictation based on the Central Asian rhythms, in particular,on the Tajik rhythmic structure. This handbook includes 100 dictations,consisting of two sections: the ethnic and ethno - rhythmic (in the form of non-traditional metro size). Dictations are aimed at comprehensive development of the musical, auditoryand internal memory of students, as well as musical thinking and expanding the musical horizons of students. Besides writing a dictation in the classroom, this musical material can be used for homework: singing, conducting and aural analysis. This approach not only solves the problems of education of a musical ear, but allows a better feeling particularly musical language of the Tajik music. As well as.Private experience has shown that, along with the acquisition of skills, the ability to hear, understand, remember and play music on music paper, or on instrument or voice).This tutorial is for some students as an important step in the professional formation of students, and ethnomusicologist in shaping them as future professionals in ethnomusicology.This tutorial is targeted at dictation first two semester students theoretical composition faculty of colleges and conservatories.

“ The Express- effective training method" is the specially developed system consisting of a complex of composed tasks and exercises, directed on fast mastering of a musical material and development of learning playing the violin. The given guide has been made taking into account all components of educational process: pedagogical, psychological and informative. Eccentricity of the given guide consists that it is made of composed tasks and exercises which have been prepared as the lesson plan for violin's practice with the American pupils throughout 5 years. And it means that, in the process of adaptation of the above material necessary corrective amendments in the plan of a lesson taking into account individual abilities of the pupil were introduced.

Daily Exercises and Etudes for the Violin is one-of-a-kind collection of 138(original pieces) applies non traditional technique exercises/etudes to specific the most young violinists needs. For twenty - thirty years this book probably is one of the most important collection for beginners-very young violinists

This is - what  I am doing  very well every time

This is what I wish to do every time and I will do it very well  

       ABRSM (UK) test ( Piano,Violin,Theory - All levelspreparation

  1. Composition: classical, contemporary, Jazz, West ,World music.

  2. Computer composition (score notation with Sibelius 8.6 software).

  3. Organizing of unusual chamber ensemble (of different instruments).

  4. String ensemble (organizing and conducting).

  5. Percussion ensemble (organizing and conducting).

  6. Iranian (Arabic) ensemble (organizing and conducting)..

  7. Jewish Chasidic (Orthodox) ensemble(organizing and conducting).

  8. Jazz band (organizing and conducting).

  9. Chamber-Instrumental orchestra (ensemble) (organizing and conducting).

  10. Sight-reading.

  11. Instrumentation (Orchestration) (Symphony Orchestra).

  12. Instrumentation (Big Band).

  13. Songwriting.

  14. Arrangement.

  15. The music history of Central Asia.

  16. Contemporary music of Central Asia.

  17. The history of Russian music. XIX - XXI centuries.

  18. World contemporary music of IX-XXI centuries.

  19. Harmony.

  20. Music Computer Software –Logic pro X

My first student 30 years ago

                 VIDEO

Winter Honor Recital.  .Students of Dr A.Latif-Zade

F. Burgmüller. "L'Orage (The Storm)" 

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