GLAZBENA NASTAVA I SLUŠANJE UMJETNIČKE GLAZBE  U FUNKCIJI CJELOVITOG RAZVOJA UČENIKA

Наука и настава у васпитно-образовном контексту (2020), (стр. 391-406)

АУТОР(И): SABINA VIDULIN

Е-АДРЕСА: sabina.vidulin@unipu.hr

Download Full Pdf  

DOI:10.46793/STEC20.391V

САЖЕТАК:

Glazba je dio djetetove svakodnevice. U obitelji i u predškolskim ustanovama njezina je funkcija različita u odnosu na školu. Nastavom glazbe u školi utječe se na cjelovit razvoj učenika, što se moţe sagledati iz pedagoške i umjetničke perspektive. Usmjerena je prema stjecanju znanja i razvoju umijeća učenika u umjetničkom području, potiče estetski odgoj, ali i očuvanje povijesno- kulturne baštine. Domena kojom se navedeno realizira u najvećoj mjeri je sluša- nje i upoznavanje glazbe. S namjerom pribliţavanja umjetničke glazbe djeci i mladima, njezina intenzivnijeg doţivljavanja i razumijevanja, u radu se ukazuje na potrebu interdisciplinarnog i korelativnog odnosa glazbe s drugim predme- tima, ali i glazbenih aktivnosti meĎusobno. Budući da je namjera autorice ukazati i na vaţnost osmišljavanja novih metodičkih strategija za rad u nastavi glazbe, ukratko se opisuju koncepti Stage-English-Music, model Slušanje glazbe–sklada- njei Spoznajno-emocionalni pristup slušanju glazbe. Navedene strategije za osu- vremenjivanje slušanja glazbe u školi temelje se na interdisciplinarnom i intradi- sciplinarnom povezivanju sadrţaja, ovisno o tome uključuju li u rad izvangla- zbene aktivnosti (npr. engleski jezik i dramski odgoj) ili se rad provodi unutar glazbenih aktivnosti poput pjevanja, sviranja, plesa s muzikološkim, ali i humani- stički orijentiranim ishodima. Praksa i istraţivanja ukazuju na to da osim stjeca- nja glazbenih znanja i razvoja glazbenih umijeća, višemodalni pristupi utječu i na holistički razvoj učenika.

КЉУЧНЕ РЕЧИ:

nastava glazbe, osnovna škola, slušanje glazbe, višemodalni pristupi.

ЛИТЕРАТУРА:

  • Austin, J. R. & Vispoel, W. P. (1998). How American Adolescents Interpret Success and Failure in Classroom Music: Relationships among Attributional Beliefs, Self- concept and Achievement. Psychology of Music, 26, 26–45, https://doi.org/ 10.1177/0305735698261004.
  • Boal-Palheiros, G. M. & Hargreaves, D. J. (2001). Listening to Music at Home and at School. British Journal of Music Education, 18(2), 103–118, https://doi.org/10.1017/S0265051701000213.
  • Boer, D., Fischer, R., Tekman, H. G., Abubakar, A., Njenga, J. & Zenger, M. (2012). Young People‟s Topography of Musical Functions: Personal, Social and Cultural Experiences with Music across Genders and six Societies. International Journal of Psychology, 47(5), 355–369.
  • Broh, B. A. (2002). Linking Extracurricular Programming to Academic Achievement: Who Benefits and Why?. Sociology of Education, 75(1), 69–95, https://doi.org/ 10.2307/3090254.
  • Butzlaff, R. (2000). Can Music beused to Teach Reading?. Journal of Aesthetic Education, 34, 167–178.
  • Chan, A. S., Ho, Y-C. & Cheung, M-C. (1998). Music Training Improves Verbal Memory. Nature, 396 (6707), 128, https://doi.org/10.1038/24075.
  • Cooper, H., Valentine, J. C., Nye, B. & Lindsay, J. J. (1999). Relationship between five After-school Activities and Academic Achievement. Journal of Educational Psychology, 9, 369–378.
  • Courey, S. J., Balogh, E., Siker J. R. & Paik, J. (2012). Academic Music: Music Instruction to Engage Third-grade Students in Learning Basic Fraction Concepts. Educational Studies in Mathematics, 81(2), 251–278. DOI 10.1007/s10649- 012.9395-9.
  • Covay, E. & Carbonaro, W. (2010). Afterthe Bell: Participationin Extracurricular Activities, Classroom Behavior, and Academic Achievement. Sociology of Education, 83, 20–45, https://doi.org/10.1177/0038040709356565.
  • Eccles, J. S., Barber, B. L., Stone, M. R. & Hunt, J. (2003). Extracurricular Activities and Adolescent Development. Journal of Social Issues, 59, 865–889, https://doi.org/10.1046/j.0022-4537.2003.00095.x.
  • Fauvel, J., Flood, R. & Wilson, R. J. (2006). Music and Mathematics: From Pythagoras to Fractals. Oxford: Oxford University Press.
  • Frith, S. (1996). Performing Rites: On the Value of Popular Music. Oxford: Oxford University Press.
  • Gilman, R., Meyers, J. & Perez, L. (2004). Structured Extracurricular Activities among Adolescents: Findings and Implications for School Psychologists. Psychology in the Schools, 41(1), 31–41, https://doi.org/10.1002/pits.10136.
  • Gruhn, W. (2002). Phases and Stages in Early Music Learning: A Longitudinal Study on the Development of Young Children Musical Potential. Music Education Research, 4(1), 51–71, https://doi.org/10.1080/14613800220119778.
  • Harland, J., Kinder, K., Lord, P., Stott, A., Schagen, I., Haynes, J., Cusworth, L., White, R. & Paola, R. (2000). Arts Educationin Secondary Schools: Effects and effectiveness. Slough: NFER.
  • Ho, B-C., Andreasen, N. C., Nopoulos, P., Arndt, S., Magnotta, V. & Flaum, M. (2003). Progressive Structural Brain Abnormalities and their Relationships to Clinical Outcome: A Longitudinal Magnetic Resonance Imaging Study Early in Schizophrenia. Arch Gen Psychiatry, 60, 585–594. DOI 10.1001/archpsyc.60.6.585.
  • Johnson, D. (2013). Creating Meaningful Music Listening Experiences with Active Music Making. Musicworks. Journal of the Australian Council of Orff Schulwerk, 18, 49–56.
  • Kalmar, M. (1982). The Effects of Music Education Based on Kodalyʼs Directives in Nursery School Children – From a Psychologistʼs Point of View. Psychology of Music, special issue, 63–68.
  • Kirschner, S. & Tomasello, M. (2010). Joint Music Making Promotes Prosocial Behaviorin 4-year-old Children. Evolution and Human Behavior,  31(5),  354–  364, https://doi.org/10.1016/j.evolhumbehav.2010.04.004.
  • Kurikulum nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije (2019). Zagreb: Ministarstvo znanosti i obrazovanja.
  • Long, M. (2014). „I can Read Furtherand thereʼs More Meaning while I Readʼ: An Exploratory Study Investigating the Impact of a Rhythm-based Music Intervention on Children’s Reading. Research Studies in Music Education, 36(1), 107–124, https://doi.org/10.1177/1321103X14528453.
  • Marsh, H. W. & Kleitman, S. (2002). Extracurricular School Activities: The Good, the Bad, and the Nonlinear. Harvard Educational Review, 72(4), 464–514.
  • Moreno, S. (2009). Can Music Influence Language and Cognition?. Contemporary Music Review, 28(3), 329–345, https://doi.org/10.1080/07494460903404410.
  • Nacionalni okvirni kurikulum za predškolski odgoj i opće obvezno obrazovanje u osnovnoj i srednjoj školi (2010). Zagreb. Ministarstvo znanosti, obrazovanja i sporta.
  • Nikolić, L. (2018). Utjecaj glazbe na opći razvoj djeteta. Napredak, 159(1–2), 139–158. North, A. C., Hargreaves, D. J. & Hargreaves, J. J. (2004). Uses of Music in Everyday Life. Music Perception: An Interdisciplinary Journal, 22(1), 41–77.
  • Pejić Papak, P. i Vidulin, S. (2016). Izvannastavne aktivnosti u suvremenoj školi. Zagreb: Školska knjiga.
  • Rabinowitch, T-C., Cross, I. & Burnard, P. (2013). Long-term Musical  Group Interaction Has a Positive Influence on Empathy in Children. Psychology of Music, 41, 484–498, https://doi.org/10.1177/0305735612440609.
  • Rauscher, F. H. & Zupan, M. A. (2000). Classroom Keyboard Instruction Improves Kindergarten Childrenʼs Spatial-temporal Performance: A Field Experiment. Early Childhood Research Quarterly, 15(2), 215–228, https://doi.org/10.1016/S0885-2006(00)00050-8.
  • Schellenberg, E. G. (2005). Music and Cognitive Abilities. Current Directions in Psychological Science, 14(6), 317–320, https://doi.org/10.1111/j.0963-7214. 2005.00389.x.
  • Schellenberg, E. G. & Mankarious, M. (2012). Music Training and Emotion Comprehension in Childhood. Emotion, 12(5), 887–891, https://doi.org/ 10.1037/a0027971.
  • Schlaug, G., Norton, A. Overy, K. & Winner, E. (2005). Effects of Music Training on the Childʼs Brain and Cognitive Development. Annals New York Academy of Sciences, 1060, 219–230. DOI 10.1196/annals.1360.015.
  • Schumacher, R. (2009). Pauken mit trompeten. Lassen sich Lern strategien, lernmotivation und soziale Kompetenzen durch Musikunterricht fördern? Bildungsforschung Band 32, Bundesministerium für Bildungund Forschung (BMBF).
  • Vidulin-Orbanić, S. (2013). Glazbeno stvaralaštvo: teorijski i praktični prinos izvannastavnim glazbenim aktivnostima. Pula: Udruga za promicanje kvalitete i poticanje izvrsnosti u odgoju i obrazovanju „SEM”.
  • Vidulin, S. (2015). Korelacija umjetnosti i jezika u svrhu razvoja učenikova znanja i umijeća. U M. Petrović (ur.): Sociološki aspekt pedagogije i izvođaštva u scenskim umetnostima (189–200). Beograd: Fakultet muzičke umetnosti.
  • Vidulin, S. (2016). Extracurricular Musical Activities in Primary School from the Teachers‟ Point of View. In M. Sedlaček (ed.): Music Education – Terra Cognita? (6–22). Brno: Masarykova univerzita. DOI 10.5817/cz.muni.p210-8443-2016.
  • Vidulin, S. (2017a). The “Listening to and Making Music” Approach in the Function of Improving Musical Understanding. The Journal of Music Education, 27, 145–161.
  • Vidulin, S. (2017b). From Studentsʼ Musicianship to their Creative Expressions. Hudba – Integrácie – Interpretácie (Music – Integration – Interpretation), 20(1), 221–246. DOI 10.17846/HII.2017.20.221-246.
  • Vidulin, S. (2018). Sviranje u redovitoj nastavi: glazbeno-pedagoške i metodičke implikacije. U A. Bosnić i N. Hukić (ur.): Muzika u društvu (128–144). Sarajevo: Muzikološko društvo Federacije Bosne i Hercegovine, Muzička akademija Univerziteta u Sarajevu.
  • Vidulin, S. (2020). Music Teaching in Regular Class and Extracurricular Music Activities in Croatia: State and Perspectives. Prihvaćeno za objavljivanje u časopisu Hungarian Educational Research Journal.
  • Vidulin, S. i Radica, D. (2017). Spoznajno-emocionalni pristup slušanju glazbe u školi: teorijsko polazište. U S. Vidulin (ur.): Glazbena pedagogija u svjetlu sadašnjih i budućih promjena 5 (55–71). Pula: Sveučilište Jurja Dobrile.
  • Vidulin, S. i Plavšić, M. (2020). Contribution of Cognitive-emotional Approach to Music Listening on Students‟ Cognitive and Emotional Experience. Muzikološki zbornik, 56(1), 225–241. DOI 10.4312/mz.56.1.225-241.
  • Vidulin, S., Plavšić, M. i Ţauhar, V. (2019). Usporedba spoznajnog i emocionalnog aspekta slušanja glazbe u glazbeno-pedagoškom kontekstu osnovne škole. Metodički ogledi, 26(2), 9–32. DOI 10.21464/mo.26.2.4.
  • Vidulin, S., Plavšić, M. i Ţauhar, V. (2020). Spoznajno-emocionalno slušanje glazbe u školi. Pula: Sveučilište Jurja Dobrile, Muzička akademija. Rijeka: Filozofski fakultet.
  • Welch, G., Himonides, E., Saunders, J., Papageorgi, I. & Sarazin, M. (2014). Singing and Social Inclusion. Frontiers in Psychology, 5, 803. DOI 10.3389/ fpsyg.2014.00803.