Vključevanje vsebin glasbene umetnosti v pouk tujega jezika v 1. in 2. vzgojno-izobraževalnem obdobju osnovne šole

magistrsko delo

Anja Špindler (Avtor), Bojan Kovačič (Mentor), Mihaela Brumen (Komentor)

Povzetek

V magistrskem delu smo raziskovali vključevanje vsebin glasbene umetnosti v pouk tujega jezika v 1. in 2. vzgojno-izobraževalnem obdobju osnovne šole. Na začetku teoretičnega dela predstavljamo učenje jezika skozi glasbo, v osrednjem delu pa se osredotočamo na medpredmetno povezovanje pouka tujega jezika s poukom glasbene umetnosti v osnovni šoli, kjer predstavljamo različne prednosti takšnega pouka ter vlogo učitelja pri le-tem. V empiričnem delu magistrskega dela smo raziskali, kako pogosto učitelji, ki poučujejo tuji jezik v 1. in/ali 2. vzgojno-izobraževalnem obdobju osnovne šole, vključujejo v pouk tujega jezika vsebine, metode in cilje glasbene umetnosti ter kakšna so njihova stališča do le-tega. Pri tem so nas zanimale razlike v odgovorih glede na vzgojno-izobraževalno obdobje, v katerem učitelji poučujejo, glede na njihovo izobrazbo in glede na morebitno opravljeno glasbeno šolo. V raziskavi je sodelovalo 129 učiteljev. Rezultati so pokazali, da učitelji statistično značilno pogosteje vključujejo vsebine, metode in cilje glasbene umetnosti v 1. VIO OŠ kot v 2. VIO OŠ. Tudi med učitelji razrednega pouka in učitelji tujega jezika so se pokazale statistično značilne razlike glede pogostosti vključevanja nekaterih glasbenih metod (metode petja in metode gibalnega ustvarjanja) in ciljev (samostojno petje pesmi, spremljanje petja z glasbili, gibanje ob glasbi itn.) glasbene umetnosti v pouk tujega jezika ter glede določenih stališč do le-tega. Raziskali smo tudi statistično značilne razlike med učitelji, ki so obiskovali glasbeno šolo, ter učitelji, ki glasbene šole niso obiskovali. Ugotovili smo, da statistično značilne razlike med njimi obstajajo v zelo redkih primerih.

Ključne besede

magistrska dela;glasbena umetnost;tuji jezik;medpredmetne povezave;1. in 2. vzgojno-izobraževalno obdobje;osnovne šole;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2020
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UM PEF - Pedagoška fakulteta
Založnik:	[A. Špindler]
UDK:	37.091.3:81'243:78(043.2)
COBISS:	25138184
Št. ogledov:	972
Št. prenosov:	330
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	ǂThe ǂinclusion of music contents in foreign language lessons in the first and second cycle of primary education
Sekundarni povzetek:	In this master thesis, we researched the inclusion of music contents in foreign language lessons in the first and second cycle of primary education. First, we represented the learning of language through music. Then we focused on cross-curricular integration of teaching foreign languages and music in primary schools and we state different advantages of that approach. Furthermore, we emphasize the role of the teacher in that kind of approach. In the empirical part of the master thesis, we researched how often teachers, who teach foreign languages in the first and/or second cycle of primary education, include contents, methods and goals of music teaching into the teaching of foreign languages. We also introduced the teachers' opinion about that kind of inclusion. We were interested in differences in their answers regarding the cycle the teachers teach in, their schooling and their attending of a music school. 129 teachers were included in our research. The results showed that the teachers included the contents, the methods and the goals of music teaching statistically significantly more often in the 1st cycle than in the 2nd one. There were also statistically significant differences among primary school teachers and foreign language teachers in using some methods (e.g. methods of singing and methods of developing creativity in motion), and goals of music (e.g. independent singing, the use of musical instruments with singing, music and movement) in the foreign language teaching. The statistically significant differences were also seen in personal opinions about the importance of using music in a foreign language. We were also interested in the differences between the teachers who finished music school and those who didn't. The results show that statistically significant differences between the teachers appear rarely.
Sekundarne ključne besede:	master theses;music;foreign language;cross-curricular integration;the first and the second cycle;primary school;
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani:	XV f., 140 str.
ID:	11369708