Active listening to music is an experience which preschool children may find interesting and enjoyable. Preschool children often enjoy activities which enable them to be creative and to express themselves without any limitations. As a result of providing children with activities in which they learn about their environment through their senses and are encouraged to express their experience, their perception and the perception of what they are offered is facilitated through music. This study, which included 204 participants (preschool children) in three different kindergartens in Zagreb, examined preschool children’s reactions to active music listening. Three types of children’s expression, i.e. expression through visual arts, verbal communication and movement were examined. The results showed that children react positively to active music listening and enjoy the whole music activity. In other words, children were active participants in the process of development and learning. Moreover, they enjoyed that type of music activity.Key words: active music listening; preschool children; research.---SažetakSlušanje glazbe jedno je od najmlađih područja u sustavu ranoga i predškolskoga odgoja i obrazovanja. To je glazbena aktivnost u kojoj djeca aktivno upoznaju svijet glazbe putem osjetila unutar kojeg se potiče izražavanje glazbenih doživljaja posredstvom različitih odgojno-obrazovna područja. Cilj rada bio je ispitati reakcije djece na aktivno slušanje glazbe putem tri načina izražavanja – pokretom, likovnošću i verbalno. Sudjelovala su djeca iz tri zagrebačka vrtića u devet vrtićkih skupina (N=204). Istraživanje je pokazalo da djeca pozitivno reagiraju na glazbu te se rado uključuju u takvu vrstu glazbene aktivnosti putem sva tri načina izražavanja reakcija.Ključne riječi: aktivno slušanje glazbe; djeca predškolske dobi; istraživanje.
The aim of this study was to examine the attitudes of primary school students and teachers towards Gregorian singing. The research was conducted during the academic year 2019/2020 and included 381 students and thirty-five primary school teachers in Croatia. The results of the t-test showed a statistically significant high appreciation of Gregorian singing among students and teachers. Using the Kruskal Wallis test, we established that younger student showed greater appreciation compared to older students. Students and teachers expressed positive attitudes towards the examples of Gregorian singing to which they listened. Most subjects indicated that they liked Gregorian singing and desired to get to know it more deeply during music lessons in primary education.
Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education
The objective of the system of higher education at teacher education institutions is to prepare students, future early childhood and preschool education teachers, for all segments of their profession, and indicate the importance of art in the early childhood and preschool period. The goal of this paper is to examine students' views and assessment of their own experience in the artistic areas (visual art and music) regarding previous education, and the way students assess their satisfaction with their own personal growth in acquiring knowledge and skills in the visual art and music area in their final year of early childhood and preschool education studies. The study was conducted on the sample of 144 students of the Faculty of Teacher Education in Zagreb, including local branches in Petrinja and Čakovec. The participating students were in their first (N=71), and third year (N=73) of study. The results of the research indicated that, regarding their previous education, students assesed their competence in visual art and music areas as good. Using the t-test, it was established that knowledge of the artistic area depends on the type of secondary education they have received. The results of Mann Whitney U-test showed no significant difference between the first and the third year students in their perception of the personality area under the influence of art. Using the Spearman correlation coefficient, correlation was established between the presence of individual functions within visual art and music areas and students' self-assessments of their own progress in acquiring knowledge and skills in the same areas. Students indicated the need for more practical tasks in some activities in visual art and music areas. Key words: artistic education; music education; future early childhood and preschool teachers' views and assessment; visual art education.---SažetakSustav odgoja i obrazovanja u visokoškolskim ustanovama učiteljskih fakulteta ima zadaću osposobiti studente, buduće odgajatelje, u svim segmentima struke i ukazati na važnost umjetnosti u predškolskom razdoblju. Cilj rada je ispitati kakva su stajališta i procjene studenata o vlastitim iskustvima iz umjetničkih područja (likovnog i glazbenog) s obzirom na prethodno obrazovanje, te kako studenti procjenjuju zadovoljstvo osobnim napretkom u stjecanju znanja i vještina na likovnom i glazbenom području na kraju odgojiteljskog studija. Istraživanje je bilo provedeno na uzorku od 144 studenta Učiteljskog fakulteta u Zagrebu s odsjekom u Petrinji i Čakovcu. Sudjelovali su studenti 1. godine (N = 71) i 3. godine (N = 73) studija. Rezultati istraživanja pokazuju kako studenti s obzirom na prethodno obrazovanje procjenjuju svoje poznavanje likovnog i glazbenog područja dobrim. T - testom utvrđeno je kako poznavanje umjetničkog područja ovisi o vrsti završenog srednjoškolskog obrazovanja. Da ne postoji statistički značajna razlika između studenta 1. i 3. godine u percepciji područja osobnosti na koju umjetnost utječe, pokazali su rezultati Mann Whitney U testa. Spearmanovim koeficijentom korelacije utvrđeno je kako postoji povezanost između zastupljenosti pojedinih djelatnosti unutar likovnog i glazbenog područja te samoprocjene studenta o vlastitom napretku u stjecanju znanja i vještina na istim područjima. Studenti iskazuju potrebu za više praktičnih vježbi iz pojedinih djelatnosti likovnog i glazbenog područja.Ključne riječi: glazbeni odgoj; likovni odgoj; stajališta i procjene studenata budućih odgojitelja; umjetnički odgoj
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