Interkulturalni sadržaji kao polazište nastave glazbe u europskim općeobrazovnim školama

Begić, Amir; Begić, Jasna Šulentić

doi:10.21464/mo46.124.5784

Cited by 6 publications

(13 citation statements)

References 3 publications

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“…Initial music listening is experiential, after which students articulate their impression, i.e., they determine the music's atmosphere and character. After the first listening, students pay attention to the tempo, performers, dynamics, and musical form (Dobrota, 2012;Šulentić Begić, 2010). The process of listening to musical works in music lessons in an organized way is called experiential-analytic listening (Borota, 2013).…”

Section: Research Results For Primary Education Studentsmentioning

confidence: 99%

Primary School Students and Teachers' Appreciation of Gregorian Singing

Blašković

Prša

2022

REI

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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.

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Section: Research Results For Primary Education Studentsmentioning

confidence: 99%

Primary School Students and Teachers' Appreciation of Gregorian Singing

Blašković

Prša

2022

REI

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“…His focus is the research of intercultural education and its implementation in teaching Music in general education schools, but also during the study of Music Pedagogy. His work and research results are published in his doctoral dissertation Intercultural education in teaching Music in general education schools (Begić, 2017). This area of literature review includes Begić's work that deals with the analysis of national, subject, and school curricula, teaching plans and programs, textbooks content, and CDs content, intending to gain knowledge about the implementation of interculturalism in teaching Music in various European countries, including Croatia (Begić, 2016;Begić et al, 2017).…”

Section: Interculturalism In Teaching Musicmentioning

confidence: 99%

“…His work and research results are published in his doctoral dissertation Intercultural education in teaching Music in general education schools (Begić, 2017). This area of literature review includes Begić's work that deals with the analysis of national, subject, and school curricula, teaching plans and programs, textbooks content, and CDs content, intending to gain knowledge about the implementation of interculturalism in teaching Music in various European countries, including Croatia (Begić, 2016;Begić et al, 2017). The results of the analysis indicate the insufficient content and elements (music of different cultures) that would encourage intercultural education of students through Music classes.…”

Section: Interculturalism In Teaching Musicmentioning

confidence: 99%

“…Uloga glazbe u razvoju interkulturalizma prepoznata je kao bitan element unutar interkulturalnoga obrazovanja. Interkulturalnom dimenzijom nastave glazbe osobito detaljno bavi se autor Begić koji se u radovima orijentirao na istraživanje prisutnosti i implementacije interkulturalizma u nastavi glazbe u općeobrazovnim školama, ali i na studiju Glazbene pedagogije, a sve spoznaje i rezultati istraživanja i analiza objedinjeni su u doktorskoj disertaciji pod nazivom Interkulturalni odgoj u nastavi glazbe općeobrazovnih škola (Begić, 2017). U ovom pregledu literature uvršteni su radovi autora Begića koji se bave analizom nacionalnih, predmetnih i školskih kurikula, nastavnim planovima i programima, sadržaja udžbenika i pripadajućih CD-ova s namjerom stjecanja spoznaja o implementaciji interkulturalizma u nastavi glazbe različitih europskih država, među kojima je i Hrvatska (Begić, 2016i Begić, Šulentić Begić, 2017.…”

Section: Interkulturalizam U Nastavi Glazbeunclassified

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Interculturalism in Croatian Education: Literature Review / Interkulturalizam u odgoju i obrazovanju u Hrvatskoj: Pregled literature

Sablić,

Migles,

Rajić

2022

Croatian Journal of Education

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As a scientific and practical approach to cultural diversity, interculturalism implies a positive and active relationship between groups and individuals who are different from each other in certain characteristics (national, ethnic, racial, religious, gender, and other). The education system plays a significant role in practicing and implementing interculturalism. Intercultural education is a teaching model that encompasses the implementation of constructive dialogue, understanding different cultures, equality of all citizens, and freedom to form one’s identity. The aim of this paper is to provide a systematic review of Croatian scientific and professional literature on intercultural education in Croatia. The review of the literature consists of the analysis of 28 papers containing relevant information and knowledge on the research topic. As the observed papers consider different aspects of intercultural education, these aspects were divided into several areas, for the purpose of clarity and analysis: Intercultural competence, Interculturalism in teaching, Intercultural curriculum, Intercultural sensitivity and social distance, and Interculturalism in teaching Music.Key words: identity, interculturalism, intercultural approach, education, systematic literature review---Interkulturalizam kao znanstveni i praktični pristup kulturnoj raznolikosti podrazumijeva pozitivan i aktivan odnos između skupina i pojedinaca koji se međusobno razlikuju prema određenim obilježjima (nacionalne, etničke, rasne, religijske, spolne i druge razlike). U ostvarivanju ideje interkulturalnosti značajnu ulogu ima odgojno-obrazovni sustav. Odgoj i obrazovanje za interkulturalnost predstavlja model poučavanja koji uključuje stvaranje konstruktivnog dijaloga, razumijevanje različitih kultura, jednakopravnost svih građana te slobodno formiranje identiteta. Cilj je rada pružiti sustavni pregled domaće znanstvene i stručne literature o interkulturalnom odgoju i obrazovanju u Hrvatskoj. U radu se razmatra teorijsko određenje interkulturalizma i bliskih mu pojmova, kao i interkulturalni pristup odgoju i obrazovanju. Sustavnim pregledom literature analizirano je 28 radova koji sadrže relevantne informacije i spoznaje o istraživanoj temi. Budući da radovi razmatraju različita područja interkulturalnog odgoja i obrazovanja, u svrhu preglednosti i analize podijeljeni su u nekoliko područja: Interkulturalna kompetencija, Interkulturalizam u nastavi, Interkulturalni kurikulum, Interkulturalna i osjetljivost i socijalna distanca te Interkulturalizam u nastavi glazbe.Ključne riječi: identitet, interkulturalizam, interkulturalni pristup, odgoj i obrazovanje, sustavni pregled literature

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“…In the 19th century, singing was joined by music literacy; other musical activities such as listening to music, playing an instrument, and musical creativity emerged as equally important areas in the early 20th century (Svalina, 2015). Today, a similar concept of music teaching is prevalent in most European countries according to which the most common activities in music teaching are singing, playing an instrument, listening to music, and musical creativity activities (De Vugt, 2017; Svalina, 2015; Šulentić Begić and Begić, 2014).…”

Section: Introductionmentioning

confidence: 99%

The impact of teachers’ listening habits on how much listening activity is used in music lessons

Svalina

2023

Brit. J. Music. Ed.

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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.

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Interkulturalni sadržaji kao polazište nastave glazbe u europskim općeobrazovnim školama

Cited by 6 publications

References 3 publications

Primary School Students and Teachers' Appreciation of Gregorian Singing

Primary School Students and Teachers' Appreciation of Gregorian Singing

Interculturalism in Croatian Education: Literature Review / Interkulturalizam u odgoju i obrazovanju u Hrvatskoj: Pregled literature

The impact of teachers’ listening habits on how much listening activity is used in music lessons

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