diplomsko delo
Ajda Dobnik (Author), Olga Denac (Mentor)

Abstract

Namen diplomskega dela je raziskati, kakšno mnenje imajo vzgojitelji o glasbenem razvoju 5 do 6 let starih otrok ter v kolikšni meri se pri svojem delu poslužujejo glasbeno-didaktičnih iger in drugih usmerjenih glasbenih dejavnosti. V anketnem vprašalniku smo se osredotočili na glasbeno-didaktične igre za razvoj ritmičnega in melodičnega posluha, pri čemer nas je zanimalo, katere izmed teh izvajajo vzgojitelji najpogosteje in kako pogosto. Ugotavljali smo, koliko otrok je posameznim glasbeno-didaktičnim igram za razvoj ritmičnega in melodičnega posluha sposobnih slediti in jih ustrezno izvajati ter kako glasbeno nadarjeni otroci pri tem izstopajo od svojih vrstnikov. Rezultati raziskave so pokazali, da vzgojitelji največ pozornosti posvečajo petju pesmi in najmanj ustvarjanju v glasbi. Večina anketiranih vzgojiteljev izvaja usmerjene glasbene dejavnosti večkrat na teden, prav tako tudi glasbeno-didaktične igre za razvoj ritmičnega posluha, glasbeno-didaktične igre za razvoj melodičnega posluha pa največ vzgojiteljev izvaja enkrat mesečno. Pogostost vzgojiteljevega izvajanja glasbeno-didaktičnih iger se je v odnosu do otrokove sposobnosti izvajanja posameznih glasbenih dejavnosti, ki so pokazatelj njegove stopnje razvitosti ritmičnega in melodičnega posluha, pokazala kot statistično neznačilna.

Keywords

diplomska dela;glasbeni razvoj;razvoj ritmičnega posluha;razvoj melodičnega posluha;glasbeno-didaktične igre;načrtovanje glasbene vzgoje v vrtcu;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [A. Dobnik]
UDC: 373.2.015.31:78(043.2)
COBISS: 238142467 Link will open in a new window
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Downloads: 25
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Other data

Secondary language: English
Secondary title: Educator's opinion on musical development of preschool children
Secondary abstract: The purpose of this thesis was to explore kindergarten teachers' opinion on the musical development of 5 to 6-year-old children and the extent to which they incorporate music-didactic games and other structured musical activities in their work. In the questionnaire, we focused on music-didactic games used for developing rhythmic and melodic hearing, and we were particularly interested in which of those activities are most commonly used by teachers and how frequently they are applied. We were also interested in the number of children being able to follow and appropriately perform individual music-didactic games for developing rhythmic and melodic hearing, and how musically gifted children differ from their peers at this matter. The research results showed that teachers devote the most attention to singing songs and the least to music creation. The majority of surveyed teachers conduct structured musical activities several times a week, as well as music-didactic games for the development of rhythmic hearing. However, most teachers conduct music-didactic games for the development of melodic hearing only once a month. The frequency of teachers' implementation of music-didactic games, in relation to the children's ability to perform individual musical activities - serving as an indicator of their level of rhythmic and melodic hearing development - was shown to be statistically insignificant.
Secondary keywords: theses;musical development;development of rhythmic hearing;development of melodic hearing;musical-didactic games;planning of music education in kindergarten;Predšolsko učenje in poučevanje;Glasbena vzgoja in izobraževanje;Univerzitetna in visokošolska dela;
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za predšolsko vzgojo
Pages: 1 spletni vir (1 datoteka PDF (60 str.))
ID: 26232637