This paper presents the results of a study conducted to determine the importance of listening to music in relation to other music activities in teaching music in Croatian primary schools, and whether ...teachers' listening habits affect how much listening activity is used in music lessons. The results showed that in the teaching of music at the primary level of education, singing is most often performed and that this activity is the most important for the classroom teachers, while listening to music is second in terms of frequency and importance. Listening to music is more important to teachers who often listen to classical music in their leisure time than teachers who listen to this music occasionally, rarely or not at all. This difference in attitudes is also statistically significant.
Since the school year 2006/2007 in Croatian primary schools the music teaching programme has been an open model. According to the open model, listening to music is the default activity, while other ...activities are selected by the teachers. The teaching area of listening to music in pupils develops the ability of auditory concentration, hearing specifications, analysis of the listened work and establishes basic aesthetic criteria for evaluating music. This paper presents research findings aimed at examining what are teachers' attitudes about listening to music as an area of music teaching. The results show that listening to music is very often carried out in music teaching and that the teachers' competences for conducting these activities are very good. Teachers are aware of the importance of listening to music as a teaching area, although in their view it is the least attractive to the target group, which are the pupils. This is due to pupils' disinterest in listening to music. Because teachers are not provided with sufficient content in the field of music as part of professional development and lifelong learning, teachers are unable to enhance their competencies further and extend their methodological knowledge in the field of music listening.
Ovaj rad predstavlja rezultate empirijskog istraživanja provedenog radi ispitivanja mišljenja učitelja vokalno-instrumentalne i teorijske nastave pri hrvatskim i srpskim glazbenim školama o učenju na ...daljinu. Istraživanje je provedeno tijekom svibnja 2020., u vrijeme kad su sve glazbene škole zbog pandemije COVID-19 u potpunosti prešle na sustav učenja na daljinu. Rezultati pokazuju da su se učitelji, usprkos brojnim problemima, osobito lošim internetskim vezama i lošom kvalitetom zvuka dobivenim elektroničkim uređajima, uspješno nosili s realizacijom nastave glazbe na daljinu. Pronađene su statistički značajne razlike u odgovorima nastavnika o učenju na daljinu s obzirom na vrstu nastave koju vode, pa su učitelji koji izvode instrumentalnu i vokalnu nastavu bili bolji u izvođenju učenja na daljinu u odnosu na one koji vode teorijsku nastavu. Usprkos vjerovanju nastavnika da je prijenos potpunog znanja nemoguć putem tehnologije, većina njih otvorena je za mogućnost smislene primjene IKT-a. Stoga se intenzivira pitanje profesionalnog usavršavanja i kontinuirane podrške učiteljima od strane nadležnih institucija Hrvatske i Srbije.
This paper presents the results of empirical research conducted to examine the opinion of teachers of vocal, instrumental, and theoretical teaching at Croatian and Serbian music schools on distance learning. The survey was conducted during May 2020, at a time when all music schools have completely switched to a distance learning system due to the COVID-19 pandemic. The results showed that teachers, despite numerous problems, especially poor internet connections and poor sound quality obtained by electronic devices, have successfully coped with the realization of distance music teaching. Statistically significant differences were found in teachers’ responses about distance learning regarding the type of classes led by teachers, so teachers who lead instrumental and vocal classes are better at performing distance learning compared to those who lead theoretical classes. Despite the belief of teachers that the transfer of complete knowledge is impossible through technology, most of them are open to the possibility of meaningful application of ICT. Therefore, the issue of professional development and continuous support to teachers by the competent institutions of Croatia and Serbia is intensifying.
Novija znanstvena istraživanja pokazuju da uključivanje djece u glazbene aktivnosti utječe na njihov psihički, emocionalni i socijalni razvoj zbog čega se glazba sve više koristi i u medicinske, ...odnosno terapeutske svrhe. Kako bismo saznali je li moguće neke elemente iz pojedinih metoda glazboterapije primijeniti i u nastavi glazbe u osnovnoj općeobrazovnoj školi, proveli smo kvalitativno istraživanje u kojemu su sudionici bili učenici trećeg razreda jedne osnovne škole iz Osijeka. Za potrebe prikupljanja podataka koristili smo postupak sustavnog promatranja, a za analizu podataka kvalitativnu i kvantitativnu analizu. Rezultati istraživanja pokazali su da je uvođenje elemenata iz pojedinih metoda glazboterapije moguće te da učenici rado sudjeluju u svim provedenim aktivnostima. Pritom učenici iskazuju maštovitost, kreativnost, samostalnost u radu te spremnost na suradnju.
Croatian music education is implemented within the national education system. In this research, we focused on secondary education, or, more precisely, on teachers who work in Specialised music ...schools – independent institutions that prepare students for higher education in the field of music. The national curriculum for art education in the Republic of Croatia, published in 2017, has still remained at the level of proposal, and the teaching process is conducted according to the syllabuses designed in 2006. Considering these facts, we were interested in how teachers evaluate the syllabuses they follow and what changes they require. We used survey questionnaires and assessment scales, and qualitative and quantitative methods for data analysis. As expected, teachers showed dissatisfaction with the syllabuses they follow. Instrumental and vocal teachers and senior teachers showed somewhat greater satisfaction. The results of the research can help in the creation of new subject curricula and the analysis of the current situation in practice for all those who will be involved in curricular changes.
This paper presents research that aimed to determine how teachers employed in Croatian and Serbian music schools coped with distance learning during the COVID-19 pandemic. The random sample was ...represented by 589 teachers working in music schools, of which 369 were from Croatia and 220 were from Serbia. The results showed that teachers from both countries successfully dealt with the implementation of distance music education. The results also showed that the youngest teachers are the most confident in their abilities and knowledge for using electronic devices in distance learning. Teachers believe that students cannot progress in distance learning as much as they can in traditional teaching. Technological difficulties (poor internet, poor audio and visual transmission) are the most common problem faced by teachers in distance learning. Also, most teachers stated that they would keep some of the distance learning elements in their future work. The results of this research can serve as a guide in achieving the necessary changes in music teaching which, with more extensive integration of information and communication technologies (ICT) in the teaching process, would provide a better and more efficient transition of teachers and students to a virtual environment.
Recent scientific studies have shown that involving children in music activities influences their mental, emotional, and social development; music is, thus, being used increasingly for medical and ...therapeutic purposes. In order to discover whether some elements of particular methods of music therapy can be applied in music teaching in primary schools, we conducted a qualitative research in which the participants were third-year elementary school pupils in Osijek. To collect the data, we used a systematic observation procedure. Data analysis involved both qualitative and quantitative analyses. The research results show that the introduction of elements of certain methods of music therapy is possible and that pupils are happy to participate in all the activities carried out. In doing so, pupils demonstrate imagination, creativity, independence at work, and willingness to cooperate.
Novija znanstvena istraživanja pokazuju da uključivanje djece u glazbene
aktivnosti utječe na njihov psihički, emocionalni i socijalni razvoj zbog čega se glazba sve više koristi i u medicinske, odnosno terapeutske
svrhe. Kako bismo saznali je li moguće neke elemente iz pojedinih metoda glazboterapije primijeniti i u nastavi glazbe u osnovnoj općeobrazovnoj školi, proveli smo kvalitativno istraživanje u kojemu su sudionici bili učenici trećeg razreda jedne osnovne škole iz Osijeka. Za
potrebe prikupljanja podataka koristili smo postupak sustavnog promatranja, a za analizu podataka kvalitativnu i kvantitativnu analizu.
Rezultati istraživanja pokazali su da je uvođenje elemenata iz pojedinih metoda glazboterapije moguće te da učenici rado sudjeluju u svim provedenim aktivnostima. Pritom učenici iskazuju maštovitost, kreativnost, samostalnost u radu te spremnost na suradnju.
Ideja o potrebi glazbenoga opismenjivanja djece javlja se još u srednjem vijeku. Od tada pa do današnjih dana glazbeni pedagozi i teoretičari neprestano se bave pitanjem kako ostvariti uspješno ...glazbeno opismenjivanje, odnosno kako djecu glazbeno opismeniti na što brži i na što jednostavniji način. Intenzivne i dugogodišnje rasprave rezultirale su pojavom različitih pristupa svladavanju intonacije, odnosno različitih metoda intonacije i ritma, od kojih smo pojedine predstavile i u ovom radu. Budući da je za stjecanje prave glazbene pismenosti potrebno dugotrajno i intenzivno vježbanje, taj se proces najuspješnije ostvaruje u stručnim glazbenim školama na nastavi solfeggia. Inače, solfeggio je nastavni predmet koji se organizira radi uspostavljanja i razvijanja intonacijskih i ritamskih znanja i vještina učenika.
Metode intonacije najčešće razlikujemo po tome jesu li one relativne ili apsolutne. Od relativnih metoda u radu smo posebno izdvojile metodu tonik-solfa, metodu tonika-do, brojčane metode, Münnichov sustav Jale, funkcionalni pristup Miodraga Vasiljevića, Kodályjevu metodu i tzv. funkcionalnu metodu Elly Bašić. Od metoda apsolutne intonacije izdvojene su apsolutna solmizacija, abecediranje, metoda tonskih riječi C. Eitza (Tonwort) i Solfeggio Rudolfa Matza.
Relativne metode lakše su od apsolutnih jer se uz njih ostvaruju bolji rezultati na samom početku rada te se brže razvija vještina pjevanja u različitim tonalitetima. Prednosti su apsolutnih metoda bolje intoniranje atonalne glazbe, odnosno tonalne glazbe koja obiluje kromatikom ili učestalim modulacijama, kao i bolja usklađenost s početnom nastavom instrumenta. Uspjeh u procesu stjecanja glazbene pismenosti ne ovisi samo o metodi intonacije nego i o tome ostvaruje li se taj proces sustavno, uz intenzivno vježbanje i na metodički primjeren način.
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