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Title:Uporaba metod in oblik poučevanja glasbene umetnosti pri učencih z ADHD na razredni stopnji
Authors:ID Veber, Urška (Author)
ID Kovačič, Bojan (Mentor) More about this mentor... New window
Files:.pdf MAG_Veber_Urska_2020.pdf (2,63 MB)
MD5: 22CBD9669E67C9D16A4141B264ABAD02
PID: 20.500.12556/dkum/1e32f5cc-2b3d-4759-9cf2-1cffd686dd35
 
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 uporabo metod in oblik poučevanja glasbene umetnosti pri učencih z ADHD na razredni stopnji. V teoretičnem delu so predstavljene metode in oblike poučevanja skozi vzgojno-izobraževalni proces ter metode poučevanja v sklopu glasbene umetnosti na razredni stopnji. Opredeljen je tudi pojem ADHD, definicija motnje, značilnosti in osebnostne lastnosti otrok z motnjo, vključevanje otroka z ADHD v redno osnovno šolo ter povezava motnje ADHD z glasbo. V empiričnem delu pa smo raziskali, kako pogosto učitelji uporabljajo metode in oblike poučevanja glasbene umetnosti, kadar je v oddelku prisoten učenec z ADHD, kako pogosto učenci z ADHD izražajo lastnosti, ki so značilne za motnjo, ter kako pogost je pojav specifičnih šolskih težav, kot tudi specifičnih težav, povezanih z metodami poučevanja. Pri tem so nas zanimale razlike v odgovorih glede na primarno motnjo, spol in razred učenca. V raziskavi je sodelovalo 95 učiteljev, ki poučujejo ali so poučevali učenca z ADHD glasbeno umetnost na razredni stopnji. Rezultati raziskave so pokazali, da med učenci z ADHD ne obstajajo statistično pomembne razlike v uporabi metod in oblik poučevanja glasbene umetnosti glede na primarno motnjo, spol in razred. Kljub temu smo ugotovili, da učenci z motnjo hiperaktivnosti pogosteje izražajo proučevane lastnosti, prav tako se pri njih pogosteje pojavljajo specifične šolske, kot tudi specifične težave, povezane z metodami poučevanja glasbene umetnosti. Učitelji ob prisotnosti učenca z motnjo hiperaktivnosti nekatere metode poučevanja glasbene umetnosti uporabljajo pogosteje kot ob prisotnosti učenca z motnjo pozornosti. Primerjava učencev glede na spol je pokazala, da se pri dečkih v primerjavi z deklicami pogosteje pojavljajo specifične šolske težave ter specifične težave, povezane z metodami poučevanja glasbene umetnosti. Primerjava učencev glede na razred je pokazala, da lahko v skoraj enaki meri pri posameznem razredu izpostavimo nekatere izmed specifičnih težav.
Keywords:metode in oblike glasbenega poučevanja, motnja pozornosti in hiperaktivnosti, ADHD, glasbena umetnost, razredna stopnja
Place of publishing:Maribor
Publisher:[U. Veber]
Year of publishing:2020
PID:20.500.12556/DKUM-76974 New window
UDC:37.091.3:78:616.89-008.47-053.2(043.2)
COBISS.SI-ID:28241923 New window
NUK URN:URN:SI:UM:DK:FO4EYRPH
Publication date in DKUM:14.09.2020
Views:1807
Downloads:249
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:05.08.2020

Secondary language

Language:English
Title:Use of Methods and Forms When Teaching Music to ADHD Students in Primary Education
Abstract:In the master’s thesis we researched the use of methods and forms when teaching Music to ADHD students at class level. The theoretical part presents methods and forms of teaching through the educational process and teaching methods in the field of Music at class level. We defined the concept of ADHD, the definition of the disorder, the characteristics and personality traits of children with the disorder, the inclusion of a child with ADHD in regular primary school and the connection of ADHD with Music. In the empirical part we researched how often teachers use methods and forms of teaching music when a student with ADHD is present in the class, how often students with ADHD express traits that are characteristic for the disorder, and how often specific school problems occur, as well as specific problems, associated with teaching methods. In doing so, we were interested in differences in responses according to the primary disorder, gender, and grade level of the student. The study involved 95 teachers who teach or have taught Music to a student with ADHD at class level. The results of the study showed that there is no statistically significant difference in the use of methods and forms of teaching Music among students with ADHD according to the primary disorder, gender and grade level. Nevertheless, we found that students with hyperactivity disorder frequently express the studied traits, and they frequently have specific school problems, as well as specific problems, associated with methods of teaching Music. Teachers use some methods of teaching Music more often in the presence of a student with hyperactivity disorder than in the presence of a student with attention deficit disorder. The comparison of students by gender showed that boys, in comparison to girls, are more likely to have specific school problems and specific problems related to Music teaching methods. The comparison of students by grade level showed that we can highlight almost the same specific problems in a particular grade. The comparison of students according to grade level showed that we can highlight some of the specific problems in an almost equal measure in individual grades.
Keywords:methods and forms of teaching Music, Attention Deficit Hyperactivity Disorder, ADHD, music, class level


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