PEVSKE DELAVNICE ZA SPODBUJANJE RAZVOJA PEVSKO TALENTIRANIH UČENCEV 4. IN 5. RAZREDA

Krašovec, Lucija

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Title:	PEVSKE DELAVNICE ZA SPODBUJANJE RAZVOJA PEVSKO TALENTIRANIH UČENCEV 4. IN 5. RAZREDA
Authors:	ID Krašovec, Lucija (Author) ID Čirčinovič Rozman, Janja (Mentor) More about this mentor... ID Kovačič, Bojan (Comentor)
Files:	UNI_Krasovec_Lucija_2012.pdf (3,09 MB) MD5: 63F2D20450EA0D107B34382E7C5332FE PID: 20.500.12556/dkum/0fb48fbf-8e4d-4ac4-80e7-24a742c7adef
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Pevsko talentirani učenci potrebujejo dodatno pozornost pri razvijanju njihovih talentov. V ta namen smo oblikovali Pevske delavnice za spodbujanje razvoja pevsko talentiranih učencev 4. in 5. razreda osnovne šole, v obliki treh 90- minutnih srečanj, ki so potekala na OŠ Janka Padežnika Maribor. Naš namen je bil, da bi pripomogli k razvoju pevsko talentiranih učencev v sklopu delavnic. Delavnic se je udeležilo devet učenk iz 4. in 5. razreda devetletne osnovne šole, ki so bile izbrane s strani šolske zborovodkinje kot najboljše pevke v razredu. Vpliv pevskih delavnic smo preverjali s pevskega vidika v obliki posebej oblikovane ocenjevalne lestvice s štirinajstimi kriteriji s področja petja. Petstopenjska ocenjevalna lestvica je sestavljena iz štirinajstih kriterijev, pri katerih smo med učenčevim izvajanjem opazovali tempo, intonacijo, pevsko držo, pevsko dihanje, točen trenutek za začetek petja, zapomnitev tonov ter melodije, ponavljanje ritmičnih ter ritmično-melodičnih vzorcev in zaznavanje majhnih razlik v ritmu in melodiji. Osebnostni vidik ter odnos do petja pa smo preverili s pomočjo anketnega vprašalnika. Ocenjevanje smo izvedli pred delavnicami in po njih. Pevske delavnice pa so vsebovale vsebine in vaje s področja pravilne pevske drže, pevskega dihanja, artikulacije, nastavka tona, resonance, izenačevanja vokalov, razvijanja staccato petja ter dinamike pri petju. Na podlagi rezultatov smo ugotovili, da so vsi udeleženci v času pevskih delavnic svoje znanje in sposobnosti nadgradili in napredovali za povprečno 0,38 ocene. Delavnice so spodbudile napredek pri udeležencih tudi na področju treme pred nastopanjem, saj je ocena le-tega na drugem ocenjevanju padla za 0,22 ocene. Prav tako se je znižala povprečna ocena pogostosti primerjave lastnega petja učencev s petjem svojih vrstnikov, in sicer kar za 0,67 ocene. Zvišala pa se je ocena pozitivne zaznave lastnega petja učencev v primerjavi s petjem vrstnikov, in sicer za 0,44 ocene. Končna evalvacija s strani učencev je pokazala, da so pevske delavnice kot takšne učencem zelo všeč in si takšnih delavnic želijo še več. Ugotovili smo, da so pevske delavnice ugodno vplivale na napredek učencev tako s tehničnega pevskega vidika kot tudi z osebnostnega vidika.
Keywords:	talentirani učenci, razvoj glasu, petje, poučevanje petja, vokalna tehnika, pevske delavnice, pevske vaje
Place of publishing:	Maribor
Publisher:	[L. Krašovec]
Year of publishing:	2012
PID:	20.500.12556/DKUM-38119
UDC:	784.9(043.2)
COBISS.SI-ID:	19383560
NUK URN:	URN:SI:UM:DK:QQQLJATE
Publication date in DKUM:	10.10.2012
Views:	3137
Downloads:	192
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	SINGING WORKSHOPS TO NURTURE SINGING TALENT IN YEAR 4 AND 5 PUPILS
Abstract:	Pupils with singing talent require additional attention when developing said talent. To this means, singing workshops to nurture the singing talent in year 4 and 5 pupils were developed in the form of three 90-minute meetings which took place at the primary school OŠ Janka Padežnika in Maribor. The workshops were designed to motivate the further development of the pupils' singing talent. The participants were nine female pupils from years 4 and 5 of the nine-year primary school programme, who were selected by the school's choir master as the best singers in their class. The effect of the singing workshops in terms of singing was evaluated according to a specially designed 5-grade evaluation scale consisting of 14 criteria from the area of singing. During the pupil's performance, the following criteria were observed: tempo, intonation, posture, breathing, accuracy in timing, remembering tones and melodies, repetition of both rhythmic and rhythmic and melodic patterns and recognising small differences in rhythm and melody. The personal aspect and the relationship to singing were established by means of a questionnaire. The evaluation was performed before and after the workshops. The singing workshops included contents and exercises from the following areas: singing posture and breathing, articulation, vocal position, vocal resonance, vowel equalisation, development of staccato singing and singing dynamics. Based on the results it was established that all participants improved their knowledge and their abilities during the workshops by an average of 0.38 of a grade. The workshops also reduced the participants’ stage fright because the evaluation of this criterion decreased by 0.22 at the second evaluation. The average grade of the frequency of comparing one's own singing to a peer's also dropped by 0.67. The evaluation of the positive perception of one’s own singing compared to peers increased by 0.44. The pupils’ final evaluation showed that the pupils enjoyed such workshops and would like more of them. It was found that the workshops had a positive impact on the pupils’ progress both in terms of their singing technique and personality.
Keywords:	talented pupils, voice development, singing, singing training, vocal techniques, singing workshops, singing exercises

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