Numerous scientific researchers have been pointing to the connection between certain music activities and development of the non-musical competencies. Learning to play a musical instrument contributes to the development of the multiple intelligences elements. The aim of this work is to determine whether there is a connection between the learning process and the activity of playing a musical instrument in elementary school and the selection of secondary school type and occupation. In this research the following questions were considered: whether playing a musical instrument during elementary school age is connected with the process of choosing secondary school and occupation, with the overall success of the respondents in elementary and secondary school, their success in Mathematics, the level of future education and the knowledge of foreign languages. A total of 283 respondents of various age groups participated in this research, and they were divided into two categories: the respondents who were played a musical instrument during elementary school age and the respondents who did not.
This study investigated music teaching within the framework of contemporary education trends, integrated within the educational process. Music teaching is more and more often in interaction with various aspects of pupils' lives. It actively contributes to the psychological, emotional, motor and cognitive development of each pupil. The aim of this work is to point out that primary education pupils' active engagement in music may have an impact on their success in memorizing non-musical content. This emphasizes the importance of active engagement in music and its inclusion in other educational courses. The research was conducted by the method of experiment with one group, where the independent variable was the exposure of pupils to two weeks of everyday musical activities, and the dependent variable was the success in memorizing pairs in the Memory game. After examining the results, it was shown that the difference between the initial and final testing of the memorization capability of pairs in the Memory game, in the duration of 1 minute, was 107 pairs more in the final testing. The results confirm the assumption that continuous engagement in music has a positive impact on the cognitive aspect of personality (memory). Key words: active music playing; contemporary curriculum; memory; music teaching.---SažetakOvaj rad razmatra nastavu glazbe u okvirima suvremenih edukacijskih trendova, integriranu u odgojno-obrazovni proces. Nastava glazbe sve je češće u interakciji s različitim aspektima učenikova života. Ona aktivno pridonosi psihičkom, emocionalnom, motoričkom i kognitivnom razvoju svakoga pojedinog učenika. Cilj rada je uputiti na mogućnost utjecaja aktivnoga bavljenja glazbom učenika primarnog obrazovanja na uspješnost zapamćivanja neglazbenih sadržaja. Time se stavlja naglasak na važnost aktivnoga bavljenja glazbom i njezina uključivanja u ostale nastavne sadržaje. Istraživanje je provedeno metodom eksperimenta s jednom skupinom, pri čemu je nezavisna varijabla bila izloženost učenika dvotjednim svakodnevnim glazbenim aktivnostima, a zavisna varijabla odnosila se na uspješnost zapamćivanja parova igre Memory. Rezultati istraživanja pokazali su da razlika između inicijalnoga i finalnoga testiranja mogućnosti zapamćivanja parova igre Memory u trajanju od 1 minute iznosi 107 parova više u finalnome testiranju. Rezultati potvrđuju pretpostavku kako kontinuirano bavljenje glazbom pozitivno utječe na kognitivni aspekt ličnosti (pamćenje).Ključne riječi: aktivno muziciranje; glazbena nastava; pamćenje; suvremeni kurikul
A Music art piece in music classes affects development of music esthetic criteria, music taste and making of fundus for certain area of music literature, appropriate for certain age. The music art piece also works as tool for developing different elements of musical hearing such as sharpening of hearing perception, practicing of hearing concentration, getting to know basic music terms such as atmosphere, tempo, dynamics, musical form and different performing composition. In the moment of listening and experiencing of music in lectures, music is considered as piece of art, but in the discussion and the analysis of it, piece of art becomes the means of learning music itself. As we have to evaluate the outcomes of learning, music piece also becomes agent for evaluation. This research deals with the following questions: Are there any differences in opinions among primary school teachers towards evaluation in the subject of Music culture, regarding their employment duration? Are there any differences in opinions among primary school teachers, towards evaluation in the subject of Music culture, regarding their education degree? Results obtained show that there is no statistical significant difference between primary education teachers in opinions towards evaluation regarding teachers’ education degree. Interviewees are fond of numerical evaluation which in turn opens new questions related to teachers’ music competitions in education practice and their permanent training in the field of school dokimology. Key words: music art piece, music taste, elements of musical hearing, means of evaluation, school dokimology-----SAŽETAKGlazbeno umjetničko djelo u nastavi glazbe djeluje na razvijanje estetskih kriterija u području glazbe, glazbenog ukusa i stvaranje fundusa poznavanja određenog dijela glazbene literature, primjerenog uzrastu. Ono je ujedno i sredstvo razvijanja različitih elemenata glazbenog sluha kao što je izoštravanje slušne percepcije, vježbanje slušne koncentracije, upoznavanje s temeljnim glazbenim pojmovima kao što su ugođaj, tempo, dinamika, glazbeni oblik i razni izvodilački sastavi. U trenutku slušanja i doživljavanja glazbe u samoj nastavi glazba je umjetničko djelo, ali u trenutku razgovora i analize sastavnica istog umjetničko djelo postaje sredstvo učenja o glazbi. Kako ishode učenja treba evaluirati, umjetničko djelo u nastavi glazbe time postaje sredstvo evaluacije. Istraživanje koje je provedeno bavi se pitanjem postoje li razlike među učiteljima razredne nastave u mišljenjima prema ocjenjivanju u predmetu Glazbena kultura s obzirom na godine poučavanja i postoje li razlike među učiteljima razredne nastave u mišljenjima prema ocjenjivanju u predmetu Glazbena kultura s obzirom na stupanj obrazovanja. Rezultati koji su dobiveni otkrivaju da ne postoji statistički značajna razlika među učiteljima razredne nastave u mišljenjima prema ocjenjivanju niti statistički značajna razlika među učiteljima razredne nastave u mišljenjima prema ocjenjivanju obzirom na stupanj obrazovanja. Ispitanici su skloniji brojčanom ocjenjivanju što otvara pitanja vezana uz glazbene kompetencije učitelja u nastavnoj praksi i njihovog permanentnog usavršavanja u području školske dokimologije.Ključne riječi: umjetničko glazbeno djelo, glazbeni ukus, elementi glazbenog sluha, sredstvo evaluacije, školska dokimologija
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