Poučevanje glasbene vzgoje v prvi triadi osnovne šole s prilagojenim programom in nižjim izobrazbenim standardom

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[J. Štrbenk]
UDC:	376:373.32.016:78(043.2)
COBISS:	9171785
Views:	1070
Downloads:	537
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Music education in first triad of special school with lower educational standard
Secondary abstract:	Music education has an important influence on holistic and balanced development on students in special schools with lower educational standard. It is important that special educators are aware of this fact and that they are competent to teach music. While teaching music in special school with lower educational standard, special educators must take into consideration the basic principles of special education as well as professional and educational principles of music education. The principle that is especially worth mentioning is the principle of individualization. It insurances that students with developmental and intellectual disabilities will obtain an individual approach regarding their special needs and their strong areas of interests. The music education however should not take place just within formal curriculum. More and more often we talk about including music in every leek of students everyday live in school. Special educators who work in first triad of special school with lower educational standard have lots of opportunities to include music in other school activities. In addition to special and music educational highlights, in this diploma thesis I presented some examples of specific activities, especially those combining music education with everyday school life, what in my opinion is the most important. I named the prepared didactic material Didactic Alphabeth for Teachers who teach in the first triade of Special School with lower educationl standard. I asked special educators who responded to my survey, to access teaching material, that I prepared. In their opinion, the material is useful and appropriate. The survey also indicates lack of special educator’s competence when talking about teaching music. It also indicates that special educators do not attribute enought importance to music in the sense of holistic development of children with special needs.
Secondary keywords:	music education;special education;special school;glasbena vzgoja;pouk po prilagojenem programu;šola s prilagojenim programom;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	83 f., [7] f. pril.
Type (ePrints):	thesis
Title (ePrints):	Music education in first triad of special school with lower educational standard
Keywords (ePrints):	specialna glasbena didaktika
Keywords (ePrints, secondary language):	didactic of music
Abstract (ePrints):	Glasbena vzgoja ima pomemben vpliv na celosten in uravnotežen razvoj učencev v osnovnih šolah s prilagojenim izobraževalnim programom in nižjim izobrazbenim standardom. Pomembno je, da se učitelji tega dejstva zavedajo in so za poučevanje glasbene vzgoje kompetentni. Pri poučevanju glasbene vzgoje mora specialni in rehabilitacijski pedagog, ki poučuje na osnovni šoli s prilagojenim izobraževalnim programom in z nižjim izobrazbenim standardom upoštevati tako načela specialno rehabilitacijske stroke kot tudi didaktična in stokovna načela s področja glasbene pedagogike. Posebno mesto pri tem ima načelo individualizacije, ki učencem z lažjimi motnjami v duševnem razvoju zagotavlja individualiziran pristop poučevanja in obravnavo njihovih posebnih potreb ter močnih področij. Glasbena vzgoja pa naj ne bi zajemala zgolj formalnih, z učnim načrtom predpisanih, oblik in vsebin izobraževanja. Vse pogosteje govorimo o vključenosti glasbe in umetnosti v vse pore življenja v šoli. Specialni in rehabilitacijki pedagogi, ki poučujejo v prvi triadi osnvne šole s prilagojenim izobraževalnim programom in z nižjim izobrazbenim standardom, imajo na voljo veliko priložnosti za povezovanje glasbene vzgoje z drugimi šolskimi dejavnostmi. V diplomskem delu sem ob ključnih teoretičnih povdarkih glasbene in specialne pedagogike predstavil tudi primere posameznih dejavnosti ter predvsem s primeri vključevanja glasbenih dejavnosti v šolski vsakdan poudaril njrgovo pomembnost. Zbrano gradivo sem poimenoval Didaktična abeceda glasbene vzgoje za učitelje v prvi triadi osnovne šole s prilagojenim programom in z nižjim izobrazbenim standardom (v nadaljevanju zgolj Didaktična abeceda glasbene vzgoje). Mnenje o pripravljenih gradivih so v anketi podali tudi specialni in rehabilitacijski pedagogi, ki poučujejo v praksi. Gradiva so ocenili kot primerna in uporabna. V empiričnem delu so anketiranci nakazali tudi pomanjkljivo kompetentnost specialnih in rehabilitacisjkih pedagogov za poučevanje glasbene vzgoje ter pripisovanje preskromnega vpliva glasbeni vzgoji, ko govorimo o celostnem razvoju učencev s posebnimi potrebami.
Abstract (ePrints, secondary language):	Music education has an important influence on holistic and balanced development on students in special schools with lower educational standard. It is important that special educators are aware of this fact and that they are competent to teach music. While teaching music in special school with lower educational standard, special educators must take into consideration the basic principles of special education as well as professional and educational principles of music education. The principle that is especially worth mentioning is the principle of individualization. It insurances that students with developmental and intellectual disabilities will obtain an individual approach regarding their special needs and their strong areas of interests. The music education however should not take place just within formal curriculum. More and more often we talk about including music in every leek of students everyday live in school. Special educators who work in first triad of special school with lower educational standard have lots of opportunities to include music in other school activities. In addition to special and music educational highlights, in this diploma thesis I presented some examples of specific activities, especially those combining music education with everyday school life, what in my opinion is the most important. I named the prepared didactic material Didactic Alphabeth for Teachers who teach in the first triade of Special School with lower educationl standard. I asked special educators who responded to my survey, to access teaching material, that I prepared. In their opinion, the material is useful and appropriate. The survey also indicates lack of special educator’s competence when talking about teaching music. It also indicates that special educators do not attribute enought importance to music in the sense of holistic development of children with special needs.
Keywords (ePrints, secondary language):	didactic of music
ID:	8309863