U radu se iznosi pregled istraživanja učinaka glazbenoga obrazovanja na socijal-no-emocionalni razvoj djece predškolske i rane školske dobi. Na temelju dosadašnjih istra-živanja iznose se spoznaje o ...prirodi veze između glazbenoga obrazovanja i socijalno-emocionalnoga razvoja. Analiza 15 empirijskih istraživanja pokazala je kako uključenost djece u grupne oblike glazbenoga obrazovanja pozitivno utječe na njihov socijalno-emocionalni razvoj. Međutim različite metodologije provedenih istraživanja otežavaju objašnjavanje rezultata te indukciju zaključaka u odnosu na oblik glazbenoga obrazovanja, kao i na socijalno-emocionalne učinke koji su zabilježeni u pojedinim istraživanjima.
The paper presents an overview of research on the effect of music education on the social and emotional development of preschool and early school-age children. Based on previous research, the paper presents knowledge on the nature of the connection between music education and social-emotional development. An analysis of 15 empirical studies showed that the involvement of children in group forms of music education has a positive effect on their social and emotional development. However, the different methodologies of the conducted studies make it difficult to explain the results and make induction of conclusions concerning the type of music education and the social-emotional effects recorded in individual studies.
Despite the passage of time, traditional music continues to hold importance as a source of creativity for new generations. It is an important component of the spiritual history of the human race. ...This research aims to ascertain the opinions of preschool teachers regarding the influence of traditional music on young children's social and emotional development. The sample consisted of 164 preschool teachers employed in preschool institutions in the Republic of Serbia and the Republic of Croatia. The Student's Social and Emotional Competences Scale (SSEK) (Jeremić et al. 2015) was used as an instrument, adapted for this research. The findings showed that preschool teachers concur that teaching preschoolers traditional music affects their ability to develop their social and emotional skills. Preschool teachers implement traditional music in their educational work, and those who do so more often assess the influence of traditional music on the social and emotional development of children as more prominent. This research implies a need for future research on the frequency and modalities of implementing traditional music in preschools to benefit the development of children.
Cilj je istraživanja utvrditi čimbenike odustajanja učenika od glazbene škole u Hrvatskoj te načine na koje bi se učenicima pomoglo da nastave glazbeno obrazovanje do kraja školskoga programa. ...Provedeno je eksplorativno kvantitativno i kvalitativno istraživanje anketiranjem nastavnika glazbenih škola u Hrvatskoj (N=178). Za ovo istraživanje kreiran je Upitnik o odustajanju učenika od glazbenog obrazovanja za nastavnike glazbenih škola. Rezultati faktorske analize ukazali su na četverofaktorsku strukturu: (1) učenik, (2) obrazovni kontekst, (3) komunikacija i (4) roditelji. Rezultati istraživanja pokazali su da se jednom nastavniku tijekom školske godine u prosjeku ispiše jedan učenik u dobi od 10 do 13 godina. Nastavnici su se složili da su razlozi odustajanja ponajprije slaba motivacija i zainteresiranost učenika te nedostatna ulaganja truda i slaba podrška roditelja, a zatim preopterećenost učenika drugim slobodnim aktivnostima, nemogućnost usklađivanja rasporeda između općeobrazovne i glazbene škole te nefleksibilan program glazbene škole i izostanak suradnje između nastavnika i roditelja. Nastavnici su dali svoje prijedloge kako bi se učenicima moglo pomoći da ustraju u glazbenom obrazovanju, a ti se prijedlozi najčešće odnose na uloge nastavnika i roditelja.
The aim of this research is to establish factors why students abandon music schools in Croatia, as well as to find ways how to help students to continue their music education until the end of the official curriculum. Exploratory quantitative and qualitative research has been conducted by surveying Croatian music school teachers (N=178). For the purpose of this research, a Questionnaire on students’ dropping out from music education for music school teachers was designed. The results of the factor analysis indicated a four-factor structure: (1) student, (2) educational context, (3) communication and (4) parents. The results have shown that one teacher loses one student at the age of 10 to 13 during a school year on average. The teachers agreed that the reasons for dropping out lie in students’ low motivation and interest, as well as not putting enough effort, low parental support, students’ being overloaded by other extracurricular activities, problems of timetable clashes between compulsory and music school, the inflexible music school curriculum, and the lack of parent-teacher cooperation. The teachers have given their suggestions how to help students to persist in their music education, and these suggestions mostly refer to the roles of teachers and parents.
Brojna su istraživanja potvrdila vezu između glazbenog obrazovanja i dobrobiti za opći razvoj djeteta. Glazbene aktivnosti koje stavljaju težište na ritam u nekim su se istraživanjima istakle kao ...sredstvo poticaja djetetovog razvoja u ne-glazbenim domenama. Rad se bavi ulogom temporalne dimenzije glazbe u glazbenom i općem razvoju djeteta. Iznose se dosadašnje spoznaje o percepciji, obradi i izvođenju glazbenog ritma,
pulsa i metra te tijeku ritamskog razvoja djeteta. Daje se pregled istraživanja utjecaja glazbenih aktivnosti koje se temelje na ritmu na ne-glazbene domene razvoja te se preporuča rani rad na ritmu. Ističe se potreba provođenja eksperimentalnih istraživanja koja bi rasvijetlila ulogu ritma u razvoju djeteta i modeli rada na ritmu primjenjivi u institucijama koje se bave djecom, uključujući i terapijske te rehabilitacijske ustanove.
Numerous studies have confirmed the correlation between music education and child development. In some studies, musical activities based on rhythm have been highlighted as a means of stimulating children’s development in non-music domains. The paper deals with the role of the temporal dimension of music for both the musical and general development
of the child. The text presents knowledge about the perception, processing, and performance of music rhythm, pulse, and meter, as well as the course of the rhythmic development of the child. An overview is provided of the impact of rhythm-based music activities on non-music developmental domains together with recommendation for early work on rhythm. We emphasized the need to conduct experimental research to shed light on the role of rhythm in the development of the child and the rhythmic models applicable in child care institutions, including therapeutic and rehabilitation institutions.
Cilj istraživanja bio je ispitati metrijska svojstva testa Advanced Measures of Music Audiation E. E. Gordona (1989) na uzorku studenata u Hrvatskoj kojima glazba nije glavni predmet studija. ...Istraživanje je provedeno sa studenticama odgojiteljskog studija na Fakultetu za odgojne i obrazovne znanosti u Osijeku (N = 235). Deskriptivni pokazatelji AMMA testa i normalnost raspodjele rezultata na hrvatskom uzorku ne odstupaju od rezultata dobivenih prilikom standardizacije na američkom uzorku i poljskom uzorku kod studenata kojima glazba nije glavni predmet na studiju. Utvrđeno je kako koeficijent pouzdanosti AMMA testa izračunat split-half tehnikom iznosi 0,87, a dobivene su i visoke vrijednosti interkorelacija između ukupnog testa te Tonalnog (r = 0,88) i Ritamskog subtesta (r = 0,87). Niže vrijednosti indeksa težine i diskriminativnosti (< 0,20) najslabija su svojstva primjene AMMA testa na hrvatskom uzorku. Promatrajući ukupnost istraženih metrijskih svojstava, može se zaključiti kako je AMMA test pouzdan mjerni instrument za uporabu procjene auditivnih glazbenih sposobnosti kod studenata neglazbenika u Hrvatskoj.
The paper presents an overview of research on the effect of music education on the social and emotional development of preschool and early school-age children. Based on previous research, the paper ...presents knowledge on the nature of the connection between music education and social-emotional development. An analysis of 15 empirical studies showed that the involvement of children in group forms of music education has a positive effect on their social and emotional development. However, the different methodologies of the conducted studies make it difficult to explain the results and make induction of conclusions concerning the type of music education and the social-emotional effects recorded in individual studies.
The paper examines the risk of academic music education for the health of students, and the inclusion of adequate health education for music students in study programmes at music academies in the ...Republic of Croatia. Results of contemporary scientific research have shown that young musicians, included in specialized music education, begin as early as in their childhood suffering from physical and mental problems connected with performing music. These problems escalate at the beginning of their studies. Frequent occurrence of physical and mental problems among students and professional musicians shows that engaging in highly skilled music presents a risk in the context of the health of musicians-performers. The analysis of study programmes for musicians-performers conducted at music academies in Croatia (N = 51) has shown that there exist neither courses nor any consistence regarding the set study outcomes in other study programme courses, which cover health education. The academic education of future music professionals and pedagogues in Croatia includes no necessary courses either for the preservation of physical and mental health or for the prevention of professional illnesses. Expressed is the need for conducting empirical research of the presence of health problems and education of students regarding potential health risks, and ways to seek advice and help. Results of this research and the proposed empirical research among students of music might be helpful in connection with raising awareness of the importance of the health education of future professional musicians and music pedagogues. They might furthermore be of help in the context of the implementation of a systematic education aimed at the preservation of the physical and mental health of students of music academies.
War trauma has long been associated with post-traumatic stress disorder (PTSD), a term coined in 1980 to explain the post-war impact of Vietnam veterans. The Gulf and Balkan wars added new dimensions ...to the traditional PTSD definition, due largely to the changing dynamics of these wars.
This paper presents the results of research on changes in attitudes towards music education among teacher education students who were exposed to vocal-instrumental lessons over the course of two ...semesters. The research was conducted among second-year students of teacher education (N=103) at the Faculty of Education in Osijek, Croatia. The results have shown that students’ attitudes towards music education are relatively positive both before and after exposure to music lessons. Students with choir experience had more positive attitudes towards music education. Although positive attitudes after music lessons are somewhat higher, there is no statistically significant difference between the attitudes of students before or after music lessons. Further research on attitudes towards music education is suggested across a larger population of teacher education students, over a longer period of time, and using a wider range of instruments.
U radu su predstavljeni rezultati istraživanja mogućnosti promjena stavova studenata učiteljskoga studija o glazbenom obrazovanju nakon dva semestra vokalno-instrumentalne nastave. Istraživanje je provedeno sa studenticama druge godine učiteljskoga studija (N=103) na Fakultetu za odgojne i obrazovne znanosti u Osijeku, Hrvatska. Rezultati su pokazali kako studentice imaju relativno pozitivne stavove o glazbenom obrazovanju prije i poslije nastave glazbe, a pozitivniji stavovi su zabilježeni kod studentica koje imaju iskustvo pjevanja u zboru. Iako se može uočiti trend pozitivnijih stavova nakon nastave glazbe razlika u stavovima studentica o glazbenom obrazovanju prije i poslije nastave glazbe nije statistički značajna. Sugerira se istraživanje stavova o glazbenom obrazovanju na većem uzorku studenata učiteljskoga studija, kroz duže vremensko razdoblje i to opsežnijim mjernim instrumentom.
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