magistrsko delo
Katja Anžič (Author), Konstanca Zalar (Mentor)

Abstract

V magistrskem delu smo raziskovali povezavo med osebnim glasbenim okusom učitelja in vključevanjem različnih glasbenih zvrsti v učne ure glasbene umetnosti, natančneje v dejavnosti poslušanja v prvem vzgojno-izobraževalnem obdobju . V teoretičnem delu smo predstavili izvor glasbe in razvoj ter značilnosti različnih glasbenih zvrsti. Natančno smo opredelili otrokov in posledično tudi učiteljev odnos do glasbe. Glavni dejavniki, ki vplivajo na otrokov odnos do glasbe, so: družina, vrstniki, okolje in šolski prostor. V šolskem prostoru ima pomembno vlogo učitelj, zato smo natančneje predstavili dejavnike, ki vplivajo na učiteljev odnos do glasbe in njegovo načrtovanje ur glasbene umetnosti. Učitelj pri pouku glasbene umetnosti ni le podajalec znanja, ampak tudi model za učence. To velja tudi pri izbiri zvočnih posnetkov, ki jih želi vključiti v učne ure glasbene umetnosti, predvsem pri glasbenih dejavnostih poslušanja. Na to, kako bodo učenci sprejeli poslušane glasbene primere, vplivajo tudi pogoji za poslušanje, ki jih zagotovi učitelj. Ta ima pri načrtovanju pouka glasbene umetnosti avtonomijo. Upoštevati mora aktualni učni načrt za glasbeno vzgojo (Program osnovna šola. Glasbena vzgoja. Učni načrt, 2011) in slediti predlaganim didaktičnim smernicam. Delo mora načrtovati tako, da učencem vzbudi zanimanje za glasbene dejavnosti, hkrati pa mora upoštevati tudi razvojno stopnjo svojih učencev in njihovo že obstoječe znanje. Učni načrt za glasbeno vzgojo v prvem vzgojno-izobraževalnem obdobju ne zahteva, da bi učenci poznali poimenovanja za različne glasbene zvrsti, določa pa, da morajo poslušati raznovrstno glasbo, ki jim bo pomagala razvijati zanimanje za glasbo in pozitiven odnos do glasbe. To učitelj doseže z izbiro kakovostnih glasbenih posnetkov, ki ustrezajo ciljem v učnem načrtu in razvojni stopnji otrok. V empiričnem delu smo opravili kvantitativno raziskavo s pomočjo anketnega vprašalnika, ki ga je v celoti rešilo 110 učiteljev razrednega pouka, ki v šolskem letu 2022/23 poučujejo v prvem VIO, in kvalitativno raziskavo, pri kateri so v intervjujih sodelovale štiri učiteljice. Rezultati kvantitativne raziskave so potrdili, da recepcija glasbenih zvrsti učiteljev ni v celoti povezana z njihovim vključevanjem v glasbene dejavnosti poslušanja, ampak le na ravni slovenske ljudske glasbe, klasične glasbe in slovenske zabavne glasbe. Rezultati so prav tako pokazali, da med učitelji, ki učijo v različnih razredih, ne prihaja do pomembnejših razlik pri merilih, ki se jih poslužujejo pri izbiri glasbenih posnetkov. Iz rezultatov smo tudi ugotovili, da starost učiteljev ne vpliva na njihovo zavedanje o njihovi vlogi modela v razredu ter da med mestnimi šolami in šolami iz manjših krajev ne prihaja do pomembnejših razlik v glasbenem okusu učiteljev. V okviru kvalitativne raziskave smo zbrali podatke štirih učiteljic o njihovem odnosu do glasbe in razvoju njihovega osebnega glasbenega okusa.

Keywords

glasbena umetnost;glasbene vsebine;glasbene zvrsti;glasbeni razvoj;odnos do glasbe;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Anžič]
UDC: 373.3(043.2)
COBISS: 158278147 Link will open in a new window
Views: 22
Downloads: 1
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Teachers' reception of music genres and their integration into the music curriculum in grades 1 to 3
Secondary abstract: In the master's thesis, we investigated the connection between the teacher's personal musical taste and the inclusion of various musical genres in music lessons, specifically in the listening activity in the first educational period. In the theoretical part, we presented the origin of music and its development, as well as the characteristics of various musical genres. We precisely defined the children's and consequently the teacher's attitude towards music. The main factors that influence a child's attitude to music are the family, peers, environment, and school environment. The teacher plays an important role in the school environment, so we have presented more precisely the factors that influence the teacher's attitude to music and his planning of music lessons. In music lessons, the teacher is not only a provider of knowledge, but also a model for the students. This also applies to the selection of audio recordings to be included in music lessons, especially in musical listening activities. The listening conditions provided by the teacher also influence how the students will accept the musical examples they listen to. The teacher has autonomy in planning music lessons. It must consider the current curriculum for music education (Program osnovna šola. Glasbena vzgoja. Učni načrt, 2011) and follow the suggested didactic guidelines. He must plan in such a way as to arouse students' interest in musical activities, while also considering the developmental level of his students and their pre-existing knowledge. The curriculum for music education in the first educational period does not require students to know the names of different musical genres, but it stipulates that they must listen to a variety of music that will help them develop an interest in music and a positive attitude towards music. The teacher achieves this by choosing high-quality music recordings that correspond to the goals in the curriculum and the developmental level of the children. In the empirical part, we carried out quantitative research with the help of a survey questionnaire, which was completely answered by 110 teachers who teach in the first educational period in the school year 2022/2023, and qualitative research in which 4 teachers participated in the interviews. The results of the quantitative research showed that the teachers' reception of musical genres is not entirely related to their involvement in musical listening activities, but only at the level of Slovenian folk music, classical music, and Slovenian popular music. We have researched that there are no significant differences between teachers who teach in different classes in the criteria they use when choosing music recordings. We also found that the age of the teachers does not affect their awareness of their role as a model in the classroom, and that there are no significant differences in the musical taste of teachers between urban schools and schools from smaller towns. As part of the qualitative research, we collected the thoughts of four female teachers about their attitude to music and the development of their personal musical taste.
Secondary keywords: Musical art;musical content;musical genres;musical development;attitude to music;Glasbena vzgoja in izobraževanje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages: 1 spletni vir (1 datoteka PDF (VII, 77 str.))
ID: 19495820