magistrsko delo
Tina Koren (Author), Barbara Sicherl-Kafol (Mentor)

Abstract

Namen magistrske naloge je preučiti dejavnike, ki vplivajo na oblikovanje pevskega repertoarja v drugem vzgojno-izobraževalnem obdobju osnovne šole. V teoretičnem delu smo opredelili glasbeno dejavnost petja v skladu s kurikularnimi izhodišči glasbene umetnosti v osnovni šoli. Predstavili smo otrokov glasbeni razvoj in v tem okviru opisali razvoj glasbenih sposobnosti ter pevskih sposobnosti in spretnosti v obdobju do adolescence. Preučili smo sestavo glasovnega aparata in pevski obseg otroških glasov. Opredelili smo pojem pevski repertoar, predstavili različne pristope pri oblikovanju pevskega repertoarja in analizirali pevski repertoar v didaktičnih gradivih za glasbeno umetnost v 4. in 5. razredu. Teoretični del smo zaključili z učiteljevo strokovno usposobljenostjo za oblikovanje pevskega repertoarja in za vodenje pevske dejavnosti. V empiričnem delu smo predstavili kvantitativno raziskavo z deskriptivno in kavzalno neeksperimentalno metodo. Podatke smo zbrali s pomočjo spletnega anketnega vprašalnika. Vzorec je zajemal 101 učitelja, ki je v šolskem letu 2018/19 poučeval glasbeno umetnost v 4. in 5. razredu osnovne šole. Z raziskavo smo želeli ugotoviti, ali se način izbiranja pesmi, stališče do petja pri pouku glasbene umetnosti in strokovna usposobljenost za oblikovanje pevskega repertoarja razlikujejo glede na starost, poklicni profil učitelja, delovno dobo, predhodno pridobljeno glasbeno izobrazbo ter glede na pogostost obiskovanja dodatnih izobraževanj. Ugotoviti smo želeli, ali so učitelji usposobljeni za strokovno presojo kakovosti in primernosti pesmi. Rezultati so pokazali, da učitelji glasbene umetnosti v četrtem in petem razredu osnovne šole poznajo strokovne kriterije za oblikovanje pevskega repertoarja in jim pripisujejo velik pomen. Pri oblikovanju pevskega repertoarja najbolj upoštevajo strokovne kriterije, pomembni pa so jim tudi interesi učencev. Učitelji v pevski repertoar vključujejo raznolike pesmi, kar dokazuje majhna frekvenca ponavljanja enakih pesmi. Vključujejo tako umetne pesmi kot slovenske in tuje ljudske pesmi. Na razlike v strinjanju s trditvami glede strokovne usposobljenosti in osnovnega znanja o učenčevem glasbenem razvoju najbolj vplivata glasbena izobrazba in dodatne glasbene izkušnje. Najpomembnejša ugotovitev raziskave je, da si večina učiteljev želi, da bi učni načrt za glasbeno umetnost vseboval predlagan pevski repertoar. Z vključitvijo predlaganega pevskega repertoarja v učni načrt za glasbeno umetnost bi vsem učiteljem omogočili dostop do strokovno oblikovanega pevskega repertoarja, s katerim bi si lahko pomagali pri oblikovanju lastnega pevskega repertoarja.

Keywords

drugo vzgojno-izobraževalno obdobje;osnovna šola;glasbena umetnost;pevski repertoar;učitelj glasbene umetnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Koren]
UDC: 78:373.3(043.2)
COBISS: 12667209 Link will open in a new window
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Downloads: 97
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Other data

Secondary language: English
Secondary title: Song repertoire in the second triad of elementary school
Secondary abstract: The subject matter of my thesis was to study the factors that affect the formation of song repertoire in the second triad of elementary school. In the theoretical part, we have defined singing in accordance with curriculum of music education in the primary school. It was followed by the presentation of the child’s musical development and description of the development of musical abilities, singing abilities and skills to the age of adolescence. We have studied the vocal apparatus and the voice range of a child. We have defined the concept of song repertoire, presented different ways to form a song repertoire and analysed song repertoire in didactic materials for 4th and 5th grade of elementary school. We have wrapped up the theoretical part with the teacher’s professional ability to form the song repertoire and teach music, especially regarding singing activities. The research was carried out with a quantitative research approach. We collected data with an online questionnaire. The sample included 101 randomly selected primary school teachers from different schools in Slovenia who taught music in the 4th and 5th grade. The data was collected in 2018/2019 teaching year. We were interested in finding out if there are differences between teachers of different age, work experience, profession, different music education and frequency of participation in additional music-based educational seminars in the way they form a song repertoire, in their professional ability to form a song repertoire and in their point of view on singing in music classes. Research results show that music teachers in 4th and 5th grade know the specific criteria to form a song repertoire and they attribute great significance to them. When forming a song repertoire, the teachers rely mostly on specific criteria, but they also consider pupils’ interests. Teachers include diverse songs into their song repertoire, which we can prove with low frequency of repeated songs in the list of songs written by teachers. The list of songs includes Slovenian and foreign folk songs and songs with known authors. We found differences in agreeing with statements about professional ability and knowledge about pupils’ musical development according to teachers’ music education and additional music experience. The most important finding of the research is that most teachers wish the syllabus would include suggested song repertoire. With this change, all the teachers would have access to appropriate song repertoire which would pose as help when forming their own song repertoire.
Secondary keywords: singing;music education;primary education;petje;glasbena vzgoja;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Pages: 104 str.
ID: 11276659