Vključevanje vsebin glasbene umetnosti v pouk tujega jezika v 1. in 2. vzgojno-izobraževalnem obdobju osnovne šole

Špindler, Anja

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Title:	Vključevanje vsebin glasbene umetnosti v pouk tujega jezika v 1. in 2. vzgojno-izobraževalnem obdobju osnovne šole
Authors:	ID Špindler, Anja (Author) ID Kovačič, Bojan (Mentor) More about this mentor... ID Brumen, Mihaela (Comentor)
Files:	MAG_Spindler_Anja_2020.pdf (2,47 MB) MD5: 77E84DC7CB0B9138280D1B1B56F3D0DA PID: 20.500.12556/dkum/be7de89b-7890-471c-9233-f6a7e2a3172d
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V magistrskem delu smo raziskovali vključevanje vsebin glasbene umetnosti v pouk tujega jezika v 1. in 2. vzgojno-izobraževalnem obdobju osnovne šole. Na začetku teoretičnega dela predstavljamo učenje jezika skozi glasbo, v osrednjem delu pa se osredotočamo na medpredmetno povezovanje pouka tujega jezika s poukom glasbene umetnosti v osnovni šoli, kjer predstavljamo različne prednosti takšnega pouka ter vlogo učitelja pri le-tem. V empiričnem delu magistrskega dela smo raziskali, kako pogosto učitelji, ki poučujejo tuji jezik v 1. in/ali 2. vzgojno-izobraževalnem obdobju osnovne šole, vključujejo v pouk tujega jezika vsebine, metode in cilje glasbene umetnosti ter kakšna so njihova stališča do le-tega. Pri tem so nas zanimale razlike v odgovorih glede na vzgojno-izobraževalno obdobje, v katerem učitelji poučujejo, glede na njihovo izobrazbo in glede na morebitno opravljeno glasbeno šolo. V raziskavi je sodelovalo 129 učiteljev. Rezultati so pokazali, da učitelji statistično značilno pogosteje vključujejo vsebine, metode in cilje glasbene umetnosti v 1. VIO OŠ kot v 2. VIO OŠ. Tudi med učitelji razrednega pouka in učitelji tujega jezika so se pokazale statistično značilne razlike glede pogostosti vključevanja nekaterih glasbenih metod (metode petja in metode gibalnega ustvarjanja) in ciljev (samostojno petje pesmi, spremljanje petja z glasbili, gibanje ob glasbi itn.) glasbene umetnosti v pouk tujega jezika ter glede določenih stališč do le-tega. Raziskali smo tudi statistično značilne razlike med učitelji, ki so obiskovali glasbeno šolo, ter učitelji, ki glasbene šole niso obiskovali. Ugotovili smo, da statistično značilne razlike med njimi obstajajo v zelo redkih primerih.
Keywords:	glasbena umetnost, tuji jezik, medpredmetne povezave, 1. in 2. vzgojno-izobraževalno obdobje, osnovna šola
Place of publishing:	Maribor
Publisher:	[A. Špindler]
Year of publishing:	2020
PID:	20.500.12556/DKUM-75676
UDC:	37.091.3:81\'243:78(043.2)
COBISS.SI-ID:	25138184
NUK URN:	URN:SI:UM:DK:SYNRNH3E
Publication date in DKUM:	27.02.2020
Views:	1705
Downloads:	492
Metadata:
Categories:	PEF
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License:	CC BY-ND 4.0, Creative Commons Attribution-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nd/4.0/
Description:	Under the NoDerivatives Creative Commons license one can take a work released under this license and re-distribute it, but it cannot be shared with others in adapted form, and credit must be provided to the author.
Licensing start date:	14.01.2020

Secondary language

Language:	English
Title:	The Inclusion of Music Contents in Foreign Language Lessons in the First and Second Cycle of Primary Education
Abstract:	In this master thesis, we researched the inclusion of music contents in foreign language lessons in the first and second cycle of primary education. First, we represented the learning of language through music. Then we focused on cross-curricular integration of teaching foreign languages and music in primary schools and we state different advantages of that approach. Furthermore, we emphasize the role of the teacher in that kind of approach. In the empirical part of the master thesis, we researched how often teachers, who teach foreign languages in the first and/or second cycle of primary education, include contents, methods and goals of music teaching into the teaching of foreign languages. We also introduced the teachers’ opinion about that kind of inclusion. We were interested in differences in their answers regarding the cycle the teachers teach in, their schooling and their attending of a music school. 129 teachers were included in our research. The results showed that the teachers included the contents, the methods and the goals of music teaching statistically significantly more often in the 1st cycle than in the 2nd one. There were also statistically significant differences among primary school teachers and foreign language teachers in using some methods (e.g. methods of singing and methods of developing creativity in motion), and goals of music (e.g. independent singing, the use of musical instruments with singing, music and movement) in the foreign language teaching. The statistically significant differences were also seen in personal opinions about the importance of using music in a foreign language. We were also interested in the differences between the teachers who finished music school and those who didn’t. The results show that statistically significant differences between the teachers appear rarely.
Keywords:	music, foreign language, cross-curricular integration, the first and the second cycle, primary school

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