diplomsko delo
Mateja Plazovnik (Author), Janja Črčinovič Rozman (Mentor), Bojan Kovačič (Co-mentor)

Abstract

Dejavnost "komponiranja" v pomenu ustvarjanja in zapisovanja melodije k danemu besedilu, ni pogosto vključena v pouk glasbene vzgoje v osnovnošolskem izobraževanju. Z namenom proučiti ustvarjalne sposobnosti četrtošolcev na tem področju smo oblikovali tri delavnice, ki so potekale na OŠ Neznanih talcev Dravograd. V delavnicah je sodelovalo 18 učencev iz četrtih razredov, in sicer 9 učencev, ki obiskuje glasbeno šolo in 9 učencev, ki glasbene šole ne obiskuje. Naš sekundarni namen je proučiti morebitne razlike v ustvarjalnosti in znanju med učenci, ki obiskujejo glasbeno šolo, in tistimi, ki je ne. Njihovo ustvarjalnost na področju "komponiranja" in znanje s področja notacije smo preverjali na podlagi njihovih lastnih izdelkov, na treh različno izpopolnjenih kompozicijskih predlogah za uglasbitev besedila. Vsem trem predlogam je skupno besedilo, ki so ga morali učenci samostojno uglasbiti, predloge so se med seboj razlikovale v stopnji zahtevnosti oz. prilagojenosti. Nastala dela smo ocenjevali in vrednotili s pomočjo kriterijev, ki so zajemali: tonalni obseg melodije, gibanje melodije, ponavljanje melodičnega vzorca, intervale, pravilnost ritmičnega zapisa, glasbeno sintakso, glasbeno ustvarjalno izvirnost, zapisovanje not, interpretacijo skladbe in intonančno ujemanje petja in igranja melodije. Na podlagi rezultatov smo ugotovili, da so pri nalogah, ki zahtevajo "komponiranje", uspešnejši učenci, ki obiskujejo glasbeno šolo, in da so učenci uspešnejši na bolj izpopolnjenih kompozicijskih predlogah za uglasbitev besedila kot na predlogah, ki so bolj odprte narave oziroma puščajo več svobode. Uporaba različno izpopolnjenih kompozicijskih predlog lahko v prihodnje predstavlja zelo uporaben in učinkovit način uvajanja učencev v dejavnost "komponiranja".

Keywords

diplomska dela;glasbena ustvarjalnost;komponiranje;osnovne šole;glasbena vzgoja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Plazovnik]
UDC: 78(043.2)
COBISS: 20095752 Link will open in a new window
Views: 1251
Downloads: 135
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Other data

Secondary language: English
Secondary title: CREATIVITY OF 4TH GRADE PUPILS IN THE FIELD OF COMPOSING MELODIES
Secondary abstract: The activity of "composing", in the sense of creating and writing down a melody to a given text is rarely included in the elementary school music education curriculum. We have created three workshops at the Elementary School of Neznani talci in Dravograd with the primary intent to study the creative abilities of fourth grade pupils in this area. 18 fourth grade pupils participated in these workshops, namely 9 pupils who attended a music school and 9 pupils who did not attend a music school. Our secondary intent was to examine any differences in creativity and knowledge between pupils who attended a music school and those who did not. We examined their creativity in the field of "composing" and knowledge in the field of notation on the basis of their own projects concerning three differently perfected song composing templates for the setting of text to music. The common denominator of all three templates was the text which the pupils had to set to music by themselves, while the templates differed in the level of exaction or adaption. We have reviewed and evaluated the final projects by using the following criteria: tonal melody range, melody movement, repetition of the melodic pattern, intervals, regularity of the rhythmic record, musical syntax, musical creative originality, writing of music, interpretation of the song and intone between singing and melody playing. On the basis of the results we have established that in projects which required "composing" pupils who attended music school were more successful and that pupils were more successful when using more elaborately perfected song composing templates for the setting of text into music in comparison to composing templates which are more open resp. allow for more artistic freedom. The use of differently elaborated composing templates in the future may present a very useful and effective way of introducing pupils to the activity of "composing".
Secondary keywords: creativity;musical creativity;composing;musical knowledge;composition workshops;song composing templates.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 175 f., [3] f. pril.
ID: 8727862