Music Teaching in Croatian Primary Schools

2021 ◽  
Vol 28 (2) ◽  
pp. 29-42
Author(s):  
Vesna Svalina ◽  
Ivona Arambašić
Keyword(s):  
Primary Schools ◽  
Music Teaching

Music in the National Curriculum: The First Year

1994 ◽  
Vol 11 (3) ◽  
pp. 191-196 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
National Curriculum ◽  
Good Practice ◽  
First Year ◽  
Music Teaching ◽  
Music Lessons ◽  
Wide Range ◽  
Academic Year

During the academic year 1992–93 HM Inspectors of Schools (HMI) inspected 1208 class music lessons in maintained schools in England. These included almost 400 lessons attended by pupils in their first, third or seventh year of statutory schooling, that is pupils to whom the National Curriculum applies. HMI found a wide range in the quality of the practice in both primary and secondary schools. However, the proportion of lessons which HMI judged to be satisfactory or better in at least one of three important dimensions was substantially higher in primary schools. Primary class teachers often under-rated the quality of their music teaching. Some principles for developing good practice were identified.

scholarly journals Potential use of music therapy elements in Music teaching

2020 ◽  
Vol 27 (1) ◽  
pp. 149-173
Author(s):  
Martina Metić ◽  
Vesna Svalina
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Music Therapy ◽  
Primary Schools ◽  
Music Teaching ◽  
Systematic Observation ◽  
Qualitative And Quantitative ◽  
Quantitative Analyses ◽  
Willingness To Cooperate ◽  
Potential Use

Recent scientific studies have shown that involving children in music activities influences their mental, emotional, and social development; music is, thus, being used increasingly for medical and therapeutic purposes. In order to discover whether some elements of particular methods of music therapy can be applied in music teaching in primary schools, we conducted a qualitative research in which the participants were third-year elementary school pupils in Osijek. To collect the data, we used a systematic observation procedure. Data analysis involved both qualitative and quantitative analyses. The research results show that the introduction of elements of certain methods of music therapy is possible and that pupils are happy to participate in all the activities carried out. In doing so, pupils demonstrate imagination, creativity, independence at work, and willingness to cooperate.

Music in conflict management – a multicultural approach

1997 ◽  
Vol os-29 (1) ◽  
pp. 73-80 ◽  
Author(s):  
Kjell Skyllstad
Keyword(s):  
Conflict Management ◽  
Primary Schools ◽  
Fourth Graders ◽  
Music Teaching ◽  
Research Project ◽  
School Population ◽  
Multicultural Music ◽  
Ethnic Tension

In 1989 the Norwegian Concert Agency (NorConcert) initiated a three-year programme of introducing multicultural music teaching in Norwegian primary schools. Eighteen schools in and around the capital took part in a research project to determine the effects of immigrant musicians introducing the music of their countries of origin to fourth-graders. Remarkable results were found, especially with respect to reduced harassment and ethnic tension. multicultural music is now regularly on the school concert agenda. A total of 3000 such concerts have been presented to an audience of more than a quarter of the total school population in Norway.

The Musical Training of Primary Teachers: Old Problems, New Insights and Possible Solutions

1993 ◽  
Vol 10 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Edward Gifford
Keyword(s):  
Learning Styles ◽  
Music Education ◽  
Primary Schools ◽  
Musical Training ◽  
Primary Teachers ◽  
Music Teaching ◽  
Musical Ability ◽  
Causal Explanations ◽  
Musical Background ◽  
Musical Achievement

Recent national and international documents dealing with education and the arts have attributed poor teaching of music in primary schools to inadequacies in the training of primary teachers. The most frequently reported problems associated with the training of teachers in music education were students' lack of confidence and their low musical ability.Against this background, a study was undertaken to examine further the extent to which participation in a music education course during pre-service training advanced the musical skills, music teaching ability, musical sensitivity, and attitudes towards music of students who become general primary teachers. It was hypothesised that the quality of music education was influenced by the multi-dimensional interactions of a range of factors. These included: attitude towards music and to music education; musical achievement; the classroom learning environment; students' preferred learning styles and their previous musical background. This paper reports data on these factors and the influence of preservice training on attitudes to music and to music teaching.The investigation confirmed general primary pre-service teachers' low perception of their competence and confidence as music teachers, and established that any limited gains in music and music teaching skills were offset by their enjoying and valuing music and music education less. Causal explanations for the findings are discussed and a model of music education is proposed both as a further means of interpreting the data and a basis for the potential re-focussing of the music curriculum.

scholarly journals Glasbena ustvarjalnost v osnovnošolskih učnih načrtih za glasbeno vzgojo v Črni gori in Sloveniji / Musical Creativity in Primary School Programmes for Music Education in Montenegro and Slovenia

2021 ◽  
Vol 16 (33) ◽  
pp. 43-57
Author(s):  
Jelena Martinović Bogojević
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Systems ◽  
Music Teaching ◽  
Music Culture ◽  
Education Systems ◽  
Musical Creativity ◽  
Definition Of

Encouraging musical creativity in primary schools in Montenegro and Slovenia is determined by the course programs for music education, according to which music teaching in two countries is realised through three musical activities: performing, listening and creating. The similarities between the two primary education systems are characterised by the nine-year duration of primary school, which is divided into three threeyear cycles. Programme for the course Music Culture in Montenegro, dating from 2003, has been developed in collaboration with Slovenian experts. Thus, creation, as an activity, was clearly defined and has been represented in all the revised and new programs that followed. The aim of this paper was to analyse the representation of creation as an activity through which some of the important goals and learning outcomes are achieved in both general primary education systems. The obtained results show that this activity is more concretely represented in the Slovenian programme, and that a higher level of systematicity in its definition has been achieved. Comparative analysis can also serve as a guideline for future improving the programmes and a clearer definition of what is meant by musical creativity in the teaching of music in primary schools of two educational systems.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

The Psychology of School Music Teaching.

1933 ◽  
Vol 17 (5) ◽  
pp. 632-633 ◽  
Author(s):  
Raleigh M. Drake
Keyword(s):  
Music Teaching ◽  
School Music
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