Due to the COVID-19 pandemic, distance learning is becoming essential for continuing education. As part of this work, research was conducted during the 2021/22 school year in the Republic of Croatia, ...the aim of which was to determine possible differences in the attitudes of students and music teachers regarding remote music lessons during the COVID-19 pandemic. The data was collected through an online survey of 583 research participants, of whom 503 were students in the seventh and eighth grades of elementary general education schools, and 83 were teachers of Music Culture who teach music in elementary schools. The results showed that, to a greater extent, teachers believe that teaching music at a distance requires a lot of effort and creates stress. Also, to a much lesser extent, teachers believe that during remote music lessons, students acquire the same knowledge as in lessons at school and that grades in distance learning are not a reflection of students' actual knowledge. At the same time, to a greater extent, teachers consider that they are more lenient when evaluating distance learning than in-school teaching. Given the fact that distance learning has become an integral part of modern educational reality, not only due to pandemic conditions, it deserves more and more attention from teachers, educational authorities, and the entire community.
Debido a la pandemia de COVID-19, el aprendizaje a distancia se está volviendo esencial para la educación continua. Como parte de este trabajo, se llevó a cabo una investigación durante el año escolar 2021/22 en la República de Croacia, cuyo objetivo fue determinar posibles diferencias en las actitudes de los estudiantes y profesores de música con respecto a las lecciones de música a distancia durante la pandemia de COVID-19. Los datos fueron recolectados a través de una encuesta en línea a 583 participantes de la investigación, de los cuales 503 eran estudiantes de los grados séptimo y octavo de escuelas primarias de educación general, y 83 eran profesores de Cultura Musical que enseñan música en escuelas primarias. Los resultados mostraron que, en mayor medida, los docentes creen que la enseñanza de la música a distancia requiere mucho esfuerzo y genera estrés. Además, en mucha menor medida, los docentes creen que durante las lecciones de música a distancia, los estudiantes adquieren los mismos conocimientos que en las lecciones en la escuela y que las calificaciones en la educación a distancia no son un reflejo del conocimiento real de los estudiantes. Al mismo tiempo, en mayor medida, los docentes consideran que son más indulgentes a la hora de evaluar la educación a distancia que la enseñanza presencial. Dado que la educación a distancia se ha convertido en parte integral de la realidad educativa moderna, no solo por las condiciones de la pandemia, merece cada vez más atención por parte de los docentes, las autoridades educativas y toda la comunidad.
Elementary school students are offered a variety of music activities, both within (extracurricular activities) and outside school (out of school activities). Their involvement in these activities ...often depends on various factors. To study this, we conducted a survey with 510 respondents in 2018. The survey was conducted on a convenience sample in two general elementary schools in Osijek–Baranja County, including pupils from the fourth to the eighth grades of one suburban and one urban school. The study aimed to determine how much pupils participate in extracurricular and out-of-school music activities and whether their participation is affected by the school location, pupil’s gender and class, and their parents’ engagement in music activities. The study results indicate that the interest in taking these activities is equally prevalent among pupils in suburban and urban areas. Besides, a significantly higher number of girls attended different activities than boys. Out-of-school music activities were attended by fourth-, fifth- and sixth-grade students to a greater extent than seventh- and eighth-grade students. At the same time, the study found that students whose parents engaged in some kind of music activity took a more significant part in music activities. Overall, the results of this research showed that just over a third of surveyed students attended an extracurricular or out-of-school music activity. A more numerous selection of musical activities and stronger encouragement of students are necessary because research has pointed to the benefits of music, such as improving behaviour, school achievement, social skills, memory, creativity, cognitive skills and overall personal development.
Preferencija se definira kao afektivno stanje niskog intenziteta, a to bi u odnosu na područje glazbe podrazumijevalo glazbu nekog glazbenika ili neki glazbeni stil ili konkretnu skladbu koju ...pojedinac voli i odabire za slušanje. Glazbena preferencija je u pravilu spontana reakcija i ne uključuje nužno estetske kriterije, tj. kognitivne procese. Čimbenike koji su povezani s glazbenim preferencijama može se kategorizirati kao unutarnje (npr. karakteristike glazbe) i vanjske (npr. dob, spol, osobnost, društveni utjecaj, glazbeno obrazovanje, društveni identitet i dr.). U okviru rada provedeno je istraživanje čiji je cilj bio utvrditi povezanost sociodemografskih varijabla (spol učenika, mjesto stanovanja i bavljenje njihovih roditelja glazbom) i glazbenih preferencija učenika osnovne glazbene škole. Istraživanje je provedeno online anketiranjem u travnju 2020. godine u sedam osnovnih glazbenih škola u Republici Hrvatskoj. U istraživanju je sudjelovalo 95 učenika petih i šestih razreda osnovnih glazbenih škola. Primjenom hi-kvadrat testa utvrđeno je postojanje statistički značajnih razlika u preferencijama ispitanika prema rocku, metalu, turbofolku, umjetničkoj glazbi, pop i elektroničkoj glazbi s obzirom na spol, mjesto stanovanja i glazbenu tradiciju u obitelji.
The preferences are defined as an effective low-intensity state, which concerning the music field would mean music by a musician or a certain musical style or a specific composition that an individual likes and chooses to listen to. Music preferences are usually a spontaneous reaction and do not necessarily include aesthetic criteria, i.e. cognitive processes. Factors that are related to musical preferences can be categorized as internal (e.g., music characteristics) and external (e.g., age, gender, personality, social influence, music education, social identity, etc.). In this paper a study was conducted aimed at determining the relationship between sociodemographic variables (gender of students, place of residence and their parents’ involvement in music) and musical preferences of primary music school students. The survey was conducted by an online survey in April 2020 in seven primary music schools in Republic of Croatia. The study involved 95 fifth- and sixth-grade elementary music school students. Using the Hi-square test, the existence of statistically significant differences in the respondents’ preferences towards rock, metal, turbo-folk, art, pop and electronic music with regard to gender, place of residence and musical tradition in the family was determined.
Od školske godine 2019./2020. nastava Glazbene kulture treba se realizirati prema Kurikulumu nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije koji će tijekom tri ...godine ući u sve razrede osnovne škole. U nastavi se realizira otvoreni kurikulum koji učiteljima omogućuje da učenje i podučavanje prilagođavaju interesima i sposobnostima učenika te vlastitim sklonostima. U okviru rada provedeno je istraživanje čiji je cilj bio utvrditi preferencije učenika prema različitim aktivnostima i sadržajima u nastavi Glazbene kulture te otkriti postoje li razlike u preferencijama s obzirom na razred, spol učenika te (ne)pohađanje izvannastavne/izvanškolske glazbene aktivnosti. Istraživanje, koje se odvijalo tijekom 2018. godine, obuhvatilo je 280 ispitanika, tj. anketirani su učenici četvrtog, šestog i osmog razreda. Rezultati pokazuju da učenici imaju pozitivan stav prema nastavi Glazbene kulture i da najviše preferiraju pjevanje, a zatim slušanje glazbe i glazbene igre. Međutim, zastupljenost aktivnosti i sadržaja, osim pjevanja, nije proporcionalna učeničkim preferencijama. Preferencije prema glazbenim aktivnostima s obzirom na spol učenika pokazuju kako se pojedine aktivnosti nalaze na istom mjestu i kod učenika i kod učenica. Također, slušanje glazbe više preferiraju učenici koji glazbenu izvannastavnu/izvanškolsku aktivnost nisu polazili ili je ne polaze. Zaključno, smatramo da bi se glazbene preferencije učenika trebale uzeti u obzir prilikom osmišljavanja nastavnih jedinica, izbora glazbe i organiziranja i izvođenja nastave.
From the 2019/20 school year Music Culture classes should be implemented according to the Curriculum of the Music Culture for Primary Schools and Musical Arts for Gymnasium curriculum, which will enter all grades of primary school over the course of three years. The curriculum implements an open curriculum that allows teachers to adapt learning and teaching to students’ interests and abilities and their own preferences. Within the framework of the study, a study was conducted to identify students’ preferences for different activities and content in Music Culture teaching and to find out if there were differences in preferences with regard to class, student gender, and (non)attendance of extracurricular/after-school music activities. The survey, which took place during 2018, included 280 respondents, ie, fourth, sixth and eighth grade students were surveyed. The results show that students have a positive attitude towards teaching Music Culture and that they prefer singing and then listening to music and playing music. However, the representation of activities and content, apart from singing, is not proportional to the students’ preferences. The preferences for music activities according to the gender of students show that certain activities are in the same place for both male and female students. Also, listening to music is preferred by students who did not attend or do not attend music extracurricular/after-school music activities. In conclusion, we believe that students’ musical preferences should be taken into account when designing teaching units, choosing music, and organizing and conducting classes.
Debido a la pandemia de Covid-19, el aprendizaje a distancia se está volviendo esencial para la educación continua. Como parte de este trabajo, se llevó a cabo una investigación durante el año ...escolar 2021/22 en la República de Croacia, cuyo objetivo fue determinar posibles diferencias en las actitudes de los estudiantes y profesores de música con respecto a las lecciones de música a distancia durante la pandemia de Covid-19. Los datos fueron recolectados a través de una encuesta en línea a 583 participantes de la investigación, de los cuales 503 eran estudiantes de los grados séptimo y oc- tavo de escuelas primarias de educación general, y 83 eran profesores de Cultura Musical que enseñan música en escuelas primarias. Los resultados mostraron que, en mayor medida, los docentes creen que la enseñanza de la música a distancia requiere mucho esfuerzo y genera estrés. Además, en mucha menor medida, los docentes creen que durante las lecciones de música a distancia, los estudiantes adquieren los mismos conocimientos que en las lecciones en la escuela y que las calificaciones en la educación a distancia no son un reflejo del conocimiento real de los estudiantes. Al mismo tiempo, en mayor medida, los docentes consideran que son más indulgentes a la hora de evaluar la educación a distancia que la enseñanza presencial. Dado que la educación a distancia se ha convertido en parte integral de la realidad educativa moderna, no solo por las condiciones de la pandemia, merece cada vez más atención por parte de los docentes, las autoridades educativas y toda la comunidad.
Glazba ima važnu ulogu za adolescente jer se u tom životnom razdoblju oblikuju osobni i društveni identiteti, ali izgrađuju i glazbene preferencije. U okviru ovoga rada provedeno je online ...anketiranje koje je obuhvatilo 200 sudionika, odnosno učenika osnovnih općeobrazovnih škola iz pet hrvatskih županija u dobi od 13 i 14 godina. Cilj istraživanja bio je doznati glazbene preferencije učenika te utječu li sociodemografske varijable i nastava glazbe na njihove preferencije. Djevojčice su iskazale nešto veću sklonost prema svim ponuđenim vrstama glazbe, a posebice prema popularnoj glazbi. Sudionici čiji se roditelji bave glazbom značajno su skloniji umjetničkoj i popularnoj glazbi. Kada je u pitanju mjesto življenja, značajne razlike uočene su kod sklonosti rock glazbi koja je značajno viša kod sudionika iz grada. Sudionici koji procjenjuju da postoji utjecaj nastave glazbe i oni koji kod kuće slušaju skladbe s nastave značajno češće izvještavaju o interesu za umjetničku glazbu. Rezultati istraživanja ukazuju na potrebu većeg angažmana učitelja glazbe i roditelja u stjecanju glazbenih preferencija djece, posebice prema kvalitetnoj glazbi.
Music plays an important role for adolescents since personal and social identities are formed during this period of life, but they also build musical preferences. Within this paper, an online survey was conducted, which included 200 respondents, i.e. primary school students from five Croatian counties aged 13 and 14. The aim of the research was to find out the musical preferences of students and whether sociodemographic variables and music teaching influence their preferences. The girls showed a slightly greater preference for all types of music offered, and especially for popular music. Respondents whose parents are involved in music are significantly more inclined to artistic and popular music. When it comes to place of residence, significant differences were observed in the preference for rock music, which is significantly higher among respondents from the city. Respondents who estimate that there is an impact of music teaching and those who listen to compositions from classes at home report an interest in art music significantly more often. The results of the research indicate the need for greater involvement of music teachers and parents in acquiring children’s musical preferences, especially towards quality music.
AbstractMusical preferences serve adolescents as an indicator of social identity and contribute to a sense of belonging to a particular peer group, which is of great importance at that age. Within ...the framework of this paper, research was conducted with the aim of determining the differences in musical preferences and culture of listening to music between two groups of students; in final grades of primary general education schools and music schools. The online survey, which took place in 2020 and 2021, included 200 students in the final grades of primary general education and music schools from five Croatian counties. The results of the research showed the following: music school students prefer art and pop music and general school students prefer rock and turbo-folk music; the vast majority of students listen to music passively and daily; one-third of music school students and the vast majority of general school students do not attend classical music concerts, while they go to popular music concerts in equal proportions; almost all students stated that the popularity of a song does not affect their musical preferences. Key words: adolescents, musical taste, music teaching, type of music. --- Sažetak Glazbene preferencije adolescentima služe kao pokazatelj društvenoga identiteta i pridonose osjećaju pripadnosti određenoj vršnjačkoj skupini, što je u toj dobi od velike važnosti. U okviru ovoga rada provedeno je istraživanje čiji cilj je bio utvrditi razlike u glazbenim preferencijama i kulturi slušanja glazbe između dviju skupina učenika. Online anketiranjem koje se odvijalo tijekom 2020. i 2021. godine obuhvaćeno je 200 učenika završnih razreda osnovnih općeobrazovnih i glazbenih škola iz pet hrvatskih županija. Rezultati istraživanja pokazali su sljedeće: učenici glazbene škole u većoj mjeri preferiraju umjetničku i pop glazbu, a učenici općeobrazovne škole rock i turbofolk glazbu; većina učenika svakodnevno pasivno sluša glazbu; trećina učenika glazbene škole i većina učenika općeobrazovne škole ne posjećuje koncerte umjetničke glazbe, dok na koncerte popularne glazbe odlaze u podjednakom omjeru. Gotovo svi su se učenici izjasnili kako popularnost neke skladbe ne utječe na njihove glazbene preferencije. Ključne riječi: adolescenti, glazbeni ukus, nastava glazbe, vrsta glazbe.
Suvremena nastava bilo kojeg predmeta, pa tako i nastava glazbe, s obzirom na novo tehnološko doba i digitalizaciju podrazumijeva, osim korištenja tradicionalnih nastavnih sredstava i pomagala (npr. ...tradicionalnog udžbenika), primjenu digitalne tehnologije (npr. digitalnog udžbenika). Računalo je postalo gotovo nezamjenjivo pomagalo digitalne tehnologije u nastavi, no ipak njegova svrha nije zamjena za učitelja, već nadopuna njegovu podučavanju. U današnje vrijeme, kada je internet uglavnom svugdje dostupan i gotovo svatko ima pristup nekom od ureðaja digitalne tehnologije s pristupom internetu, nastava na daljinu postala je uobičajen način podučavanja i učenja. Digitalna je tehnologija imala veliku ulogu pri odvijanju nastave glazbe na daljinu za vrijeme pandemije bolesti COVID-19. U okviru rada anonimnim anketnim upitnikom provedeno je istraživanje na uzorku od 43 studenata glazbe. Cilj istraživanja bio je utvrditi stavove studenata o korištenju digitalnih tehnologija u budućem odgojno-obrazovnom radu te njihovu samoprocjenu znanja i vještina za uporabu digitalnih tehnologija. Rezultati su pokazali kako se većina studenata procjenjuje digitalno kompetentnima, ali da su kompetenciju najvećim dijelom razvijali samostalnim radom. Ujedno su iskazali pozitivne stavove prema uporabi digitalnih tehnologija u svom budućem odgojno-obrazovnom radu. Može se zaključiti kako bi akademske ustanove trebale razmisliti o uvoðenju kolegija na kojima bi se razvijala digitalna kompetencija nužna za uspješno djelovanje u današnjem digitalnom dobu.
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