Medkulturni glasbeni pouk kot sredstvo za izboljšanje razredne klime v večkulturnem razredu – študija primera : magistrsko delo

Roškar, Nuša

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Title:	Medkulturni glasbeni pouk kot sredstvo za izboljšanje razredne klime v večkulturnem razredu – študija primera : magistrsko delo
Authors:	ID Roškar, Nuša (Author) ID Kovačič, Bojan (Mentor) More about this mentor...
Files:	MAG_Roskar_Nusa_2023.pdf (4,56 MB) MD5: 8BF08B8171139B4D95B5BB847B089CB4
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V slovenske šole se vsako leto vpisujejo učenci priseljenci. Kljub precejšnji formalni podlagi, ki opredeljuje njihovo šolanje, večkulturni razredi še vedno predstavljajo velik izziv vsem vključenim v slovenski vzgojno-izobraževalni sistem. Zaradi velikih kulturnih in jezikovnih razlik, predsodkov in pomanjkanja podpore učenci priseljenci težje sledijo pouku in posledično dosegajo slabše učne rezultate. Socialni odnosi v večkulturnem razredu so običajno slabši, kar vpliva tudi na slabšo razredno klimo. Obstoječe raziskave so pokazale, da medkulturni glasbeni pouk poveča odprtost, strpnost, izboljša razumevanje in sprejemanje ljudi drugih kultur, poveča empatijo ter posledično izboljša odnose v razredu. V tem magistrskem delu smo se odločili raziskati, ali lahko učitelj v večkulturnem razredu z uporabo medkulturne glasbene umetnosti vpliva na bolj pozitivno razredno klimo. V ta namen smo v petem razredu ene od rednih šol v Spodnjem Podravju, ki sta jo obiskovala dva učenca priseljenca, izvedli sedem medkulturnih glasbenih ur in s pomočjo vprašalnika Moj razred (Zabukovec, 1998), Lestvice CASSS (Malecki idr., 2000) in nestandardiziranega polstrukturiranega intervjuja z učiteljico razredničarko ugotovili, da medkulturni glasbeni pouk lahko vpliva na izboljšanje obstoječe razredne klime v večkulturnem razredu. Rezultat tega magistrskega dela so tudi skrbno načrtovane učne priprave za medkulturni glasbeni pouk.
Keywords:	medkulturni glasbeni pouk, večkulturni razred, učenci priseljenci, razredna klima
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[N. Roškar]
Year of publishing:	2023
Number of pages:	1 spletni vir (1 datoteka PDF (VI, 157 str.))
PID:	20.500.12556/DKUM-84278
UDC:	37.091.2/.3:78(043.2)
COBISS.SI-ID:	155056643
Publication date in DKUM:	09.06.2023
Views:	942
Downloads:	125
Metadata:
Categories:	PEF
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Licences

License:	CC BY 4.0, Creative Commons Attribution 4.0 International

Link:	http://creativecommons.org/licenses/by/4.0/
Description:	This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:	13.05.2023

Secondary language

Language:	English
Title:	Intercultural Music Education as a Means of Improving the Classroom Climate in a Multicultural Classroom – A Case Study
Abstract:	Every year, Slovenian schools enrol immigrant pupils. Despite the considerable formal framework defining their schooling, multicultural classrooms still pose a major challenge to all those involved in the Slovenian education system. Due to the great cultural and linguistic differences, prejudices and lack of support, immigrant pupils find it more difficult to follow lessons and consequently achieve lower learning results. Social relations in a multicultural classroom tend to be worse, which also affects the classroom climate. Existing research has shown that intercultural music lessons increase openness, tolerance, improve understanding and acceptance of people from other cultures, increase empathy and consequently improve classroom relationships. In this master thesis we decided to investigate whether a teacher in a multicultural classroom can influence a more positive classroom climate through the use of intercultural music. For that purpose, we conducted seven intercultural music lessons in the fifth grade of one of the mainstream schools in the Lower Podravie region, attended by two immigrant pupils, and, using the My Class questionnaire (Zabukovec, 1998), the CASSS Scale (Malecki et al., 2000), and a non-standardised semi-structured interview with the class teacher, we found that intercultural music lessons can have an impact on improving the existing classroom climate in a multicultural classroom. This master thesis also resulted in carefully planned curricular preparations for intercultural music lessons.
Keywords:	intercultural music education, multicultural classroom, immigrant pupils, classroom climate

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