20.500.12556/DKUM-17253 VIZIJA GLASBENE VZGOJE V 21. STOLETJU THE VISION OF MUSIC EDUCATION IN THE 21st CENTURY Glasbena vzgoja je v predšolski in osnovnošolski dobi otroka sestavni del vzgojno-izobraževalnega procesa. Je pomemben element pri razvoju otrokove osebnosti, saj se doživljanje glasbe dolgoročno pozitivno odraža na njegovem fizičnem in intelektualnem razvoju, kratkoročno pa predstavlja za otroka trenutno sprostitev, ga umirja, spodbuja pri delu in učenju ter mu pomaga, da lažje izraža svoja čustva. V želji po nenehnem izboljševanju vzgojno-izobraževalnega procesa v šolah nasploh, kot tudi na področju glasbenega pouka, so se v preteklosti dogajale številne spremembe, še več pa se jih nakazuje v prihodnosti. V teoretičnem delu diplomske naloge je predstavljen t.i. klasični šolski sistem v 90. letih prejšnjega stoletja in danes. Namen raziskave je bil ugotoviti slabosti obstoječega šolskega sistema, pomen glasbe v njem in ugotoviti, kje in kako bi lahko ta sistem še izboljšali. To nalogo so v začetku 2. tisočletja začele prevzemati nase tako imenovane šole prihodnosti, ki otroka obravnavajo individualno glede na njegov značaj. Te smernice že uspešno uvajajo Waldorfska šola, Rodovna šola in še druge. Empirični del diplomskega dela smo izvedli s pomočjo ankete med glasbenimi pedagogi, ki poučujejo glasbo na osnovnih šolah. Z analizo odgovorov smo ugotovili, da za poučevanje uporabljajo različne metodološke sisteme. Obstoječi učni načrt je prenatrpan s teoretičnimi vsebinami, premalo pa daje možnosti za neposredno doživljanje glasbe s petjem, igranjem. Sprememba učnega načrta bi naj uvedla več ustvarjanja in poustvarjanja glasbenih vsebin tako v šoli kot izven nje. Po mnenju anketiranih bi morali glasbenemu pouku nameniti več šolskih ur in glasbo zaradi še vedno nekoliko zapostavljenega pomena izenačiti z ostalimi predmeti na šolskem urniku. Music education in preschool and elementary school is an integral part of the educational process. It is an important element in the development of the child's personality because music experience reflects positively on his physical and intellectual development. The child is currently in release, it calms, promotes the work and learning and helps him to express their feelings better. The desire for continuous improvement of the educational process in schools in general, as well as in music education, has produced in a number of changes and even more are coming in the future. The theoretical part presents the so-called traditional school system in the 90s and today. The purpose of the study was to identify weaknesses in the existing school system, the importance of music in it and to figure out where and how we can improve present system. This task has already been implemented by our so-called schools of the future in the beginning of the second millennium. These schools (Waldorf School, Generic School and others) treated the child individually according to his character. The empirical part of the thesis was conducted through questionnaires among music educators who teach music in primary schools. By analyzing the responses, we have found that teachers use a variety of methodological systems. The existing curriculum is overcrowded with theoretical content, but too few give opportunities for direct experience of music by singing and playing. The change of the curriculum should introduce more creativity in the musical content both at school and beyond. According to the respondents there should be given more lessons of music and they should be equally important as other subjects in the school curriculum. glasbena vzgoja glasba v waldorfski šoli glasba v šoli Marie Montessori Eliza Rodovna šola Music education music at the Waldorf School music in Maria Montessori School Eliza Generic School true true false [P. Jakop] Slovenski jezik Angleški jezik Diplomsko delo 2011-01-11 19:04:46 2011-02-18 11:25:38 2022-04-13 09:20:25 2023-12-22 03:19:22 2011 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 78(043.2) 18162952 URN:SI:UM:DK:HAODVSL8 UNI_Jakop_Patricija_2011.pdf UNI_Jakop_Patricija_2011.pdf 1 6143F6A7EFB7C531C8C11F09192F2D83 f19e701f115153618b678ff11f90f24e96b204e14958f506f633b8935149b64a d83e534b-7c04-11eb-bb7a-00155d0001ca 20.500.12556/dkum/5e84d036-6e38-4d4b-87d4-309844bf4200 https://dk.um.si/Dokument.php?lang=slv&id=20007 Pedagoška fakulteta 0 0 0