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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: lejla_beqiri@hotmail.com

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: linuteb@yahoo.com

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

REFERENCES

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Portfolios as an Instrument for Change. Education as Change, 15(2), 317-329.

Donaldson, M. L. & Weiner, J. (2017). The Science of Improvement: Responding to Internal and

External Challenges in a Complex School Environment. Journal of Cases in Educational Leadership,

20(3), 65-75.

Eacott, S. & Evers, C. W. (2015). New Frontiers in Theorising Educational Administration.

Educational Philosophy and Theory, 47 (4), 307–311.

Fayol, H. (1930). Industrial and General Administration. London: Sir Isaac Pitman & Sons.

Gunter, H. M., Grimaldi, E., Hall, D. & Serpieri, R. (2016). New Public Management and the Reform

of Education: European Lessons for Policy and Practice. New York, N. Y.: Routledge.

Hosgörür, V. (2016). Views of Primary School Administrators on Change in School and Change

Management Practices. Educational Sciences: Theory & Practice, 16(6), 2029-2055.

Jašarevič, F. & Kuka, E. (2016). Management Change in Education. Metodički obzori, 11(1), 92-101.

Kettl, D. F. (2015). The transformation of governance: Public administration for the twenty-first

century (2nd ed). Baltimore: Johns Hopkins University Press.

Kochhar, S. K. (2013). School Administration and Management. New York, N. Y.: Sterling

Publishers Pvt Ltd.

Latour, B. & Woolgar, S. (1986). Laboratory Life: The Construction of Scientific Facts. Princeton,

NJ: Princeton University Press.

Mečkauskienė, R. (2010). Mokyklos valdymo kaitos veiksniai ir kryptys. Pedagogika, 99, 23-28.

Munro, M. M. & Belanger, C. (2017). Analyzing External Environment Factors Affecting Social

Enterprise Development. Social Enterprise Journal, 13(1), 38-52.

Nicodim, L., Bucata, G. & Muscalu, E. (2016). Aspects of the Transformation of Educational

Management in Schools. Ovidius University Annals: Economic Sciences Series, 16(1), 361-366.

Panfil, G. (2017). PEST Analysis of the Educational system from Romanian Police Academy. A

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and Software for Education. Retrieved from: http://ezproxy.biblioteka.ku.lt:3671/ehost/pdfviewer/

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Sallis, E. (2014). Total Quality Management in Education (4th ed.). New York, N. Y.: Routledge.

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Ungureanu, A., Rascu-Pistol, S. & Ungureanu, A. (2014). Management and Change in Romanian

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Želvys, R. (2003). Švietimo organizacijų vadyba. Vilnius: Vilniaus universiteto leidykla.

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agentūra.

27

Teachers and Technology in Elementary Schools

Rafail Prodani

University “Fan S. Noli” of Korça, Albania. E-mail: rprodani@yahoo.com

Marinela Teneqexhi

University “Fan S. Noli” of Korça, Albania. E-mail: marinelapt@yahoo.com

Klea Prodani

University “Fan S. Noli” of Korça, Albania. E-mail:kprodani@yahoo.com

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.