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Title:SPODBUJANJE RAZVOJA GLASBENIH SPOSOBNOSTI V 1. IN 4. RAZREDU OSNOVNE ŠOLE
Authors:ID Rožič, Daša (Author)
ID Črčinovič Rozman, Janja (Mentor) More about this mentor... New window
ID Kovačič, Bojan (Comentor)
Files:.pdf UNI_Rozic_Dasa_2012.pdf (901,89 KB)
MD5: 885951509CAF5DF9F48226CCEAF17F5B
PID: 20.500.12556/dkum/c0ca6b4c-6b92-4ddd-8fc5-c4721383b9a1
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:S prebiranjem sodobne literature smo prišli do spoznanja, da se glasbene sposobnosti najintenzivneje razvijajo do otrokovega desetega leta starosti. Naš namen je bil raziskati, kako in na kakšen način učitelji razrednega pouka spodbujajo razvoj glasbenih sposobnosti pri učencih in ali obstajajo razlike glede na starost otrok. V teoretičnem delu so predstavljene teorije o razvoju glasbenih sposobnosti, stopnje glasbenih sposobnosti, elementi glasbene vzgoje, obravnavane pa so tudi glasbene didaktične igre. Sledi empirični del, v katerem smo uporabili deskriptivno neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Vzorec izvedene raziskave zajema 100 učiteljev razrednega pouka, in sicer 50, ki jih poučuje 1. razred in 50, ki jih poučuje 4. razred. Uporabljen Mann-Whitneyjev preizkus je pokazal, da pri posvečanju pozornosti glasbenim dejavnostim kot so petje pesmi ter vokalno in instrumentalno ustvarjanje obstajajo statistično značilne razlike glede na starost otrok. Glasbena dejavnost kot sta vokalno in instrumentalno ustvarjanje se v 1. razredu ne uporablja tako pogosto kot v 4. razredu. Prav tako uporabljen hi-kvadrat preizkus je pokazal, da obstajajo razlike med razredoma glede pogostosti izvajanja glasbenih didaktičnih iger, saj so le-te v 1. razredu prisotne v večji meri. Prišli smo tudi do spoznanja, da glede spodbujanja razvoja melodičnega posluha ne obstajajo statistično značilne razlike med razredoma, medtem ko glede spodbujanja razvoja ritmičnega posluha obstajajo v korist pogostosti uporabe glasbenih didaktičnih iger. Vse razlike, katere smo ugotovili skozi izvedeno raziskavo, so ustrezne glede na razvojno stopnjo učencev.
Keywords:Glasbeni razvoj, glasbene sposobnosti, glasbene dejavnosti, glasbene didaktične igre, nadarjenost, talent.
Place of publishing:Maribor
Publisher:[D. Rožič]
Year of publishing:2012
PID:20.500.12556/DKUM-36635 New window
UDC:37(043.2)
COBISS.SI-ID:19277064 New window
NUK URN:URN:SI:UM:DK:AP7F5XNI
Publication date in DKUM:25.07.2012
Views:3468
Downloads:596
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:PROMOTING THE DEVELOPMENT OF MUSICAL SKILLS IN THE 1ST AND 4TH GRADE OF PRIMARY SCHOOL
Abstract:A review of modern literature has led us to a conclusion that development of musical skills in children is the most intensive until the age of ten. It was our intent to examine how and by what methods primary school teachers motivate the development of musical skills in their pupils, and whether there were any differences in their approaches with regard to the age of children. The theoretical part includes a summary of several theories of the development of musical skills, the level of musical skills and abilities, and elements of musical education; in addition, musical educational games are presented. This is followed by the empirical part in which we use descriptive non-experimental method of empirical pedagogical research. The sample of the research includes 100 teachers in the first four grades of primary school; of these, 50 are teaching first-grade students and 50 are teaching fourth-grade students. The Mann-Whitney test we conducted revealed statistically significant differences, depending on the age of the children, in devoting attention to musical activities like singing songs and vocal and instrumental creation. Musical activity like vocal and instrumental creation is not used as frequently in the first grade as it is in the fourth grade. Furthermore, the Chi-squared test showed that there were differences between the two classes regarding the frequency of conducting musical educational games; they were played more often in the first grade. We also found that with respect to motivating the development of melodic hearing, there were no statistically significant differences between the classes; with regard to motivating rhythmical hearing, however, there were statistically significant differences regarding the frequency of use of musical educational games. All differences observed in our research are appropriate considering the development stage of the pupils.
Keywords:Musical development, musical skills, musical activities, musical educational games, gift, talent.


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