Page 117 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 13, zvezek 27 / Year 13, Issue 27, 2017
P. 117
Ivana Paula Gortan - Carlin, Lorena Lazariæ, REGIONAL CULTURAL AWARENESS ...
Ivana Paula Gortan - Carlin, Lorena Lazariæ
Sveuèilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti
REGIONAL CULTURAL AWARENESS OF EDUCATIONAL SCIENCES
STUDENTS WITH A SPECIAL REVIEW OF THE ISTRIAN REGIONAL
MUSIC
Izvirni znanstveni èlanek / Original Research Paper
Abstract
Globalization incited thoughts about the need of preserving the patrimony and heritage from
oblivion. Thus, the educators and classroom education teachers’ competency is extremely important
to raise awareness about the importance of creating personal identities through regional elements
with children at an early age, which would also improve their mastering the necessary knowledge
and skills linked to cultural heritage. This paper studies if students who use a dialect in their
communication pay attention to the knowledge of cultural heritage and if they consider the
introduction of the local idiom into the educational process as useful. Furthermore, the knowledge
of the musical heritage of students who have the same homeland and of those who do not, at the end
of their studies, was questioned. The results indicate the students’ cultural awareness, but with
insufficient knowledge and competencies.
Keywords: music culture, Istria, education, regional topics traditional music
Izvleèek
Regionalna kulturna ozavešèenost študentov edukacijskih ved s posebnim poudarkom na
regionalni glasbi Istre
Globalizacija je spodbudila razmišljanja o potrebi po ohranjanju kulturne dedišèine. Pri tem je zelo
pomembna kompetentnost vzgojiteljev in uèiteljev razrednega pouka, da otroke e v zgodnjih letih
osvešèajo o pomenu ustvarjanja osebne identitete s tradicijskimi elementi ljudske dedišèine. To
izboljša tudi njihovo obvladovanje znanj in vešèin, povezanih s kulturno dedišèino. Prispevek
preuèuje ali študenti, ki pri komunikaciji uporabljajo nareèje, namenjajo pozornost kulturni
dedišèini ter ali menijo, da je uvajanje tradicijskega idioma v izobra evalni proces koristno. Pri
študentih na koncu študija raziskuje tudi poznavanje glasbene dedišèine, pri èemer so rezultati
primerjani glede na kraj njihovega rojstva in študija. Rezultati dokazujejo kulturno ozavešèenost
študentov in hkrati izkazujejo pomanjkljivost njihovih znanj in kompetenc.
Kljuène besede: glasbena kultura, Istra, izobra evanje, regionalne teme, tradicijska glasba
Introduction
Knowledge about regional topics starts in the family and continues in kindergartens and
schools. Globalization incited thoughts about the need of preserving the patrimony and
heritage from oblivion. The issue of identity and all tangible and intangible values of a
certain area, including all entities living in that area, are linked to regional topics.
Seme Stojnoviæ and Vidoviæ (2012, 13) have stated that the historical analysis of the
institutionalized preschool education did not find a „wholesome preschool programme
with the identity of the land in which the child was born, based on heritage and human
values along with nurturing interculturality.“ Pursuant to this fact, in 2002 the project
117
Ivana Paula Gortan - Carlin, Lorena Lazariæ
Sveuèilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti
REGIONAL CULTURAL AWARENESS OF EDUCATIONAL SCIENCES
STUDENTS WITH A SPECIAL REVIEW OF THE ISTRIAN REGIONAL
MUSIC
Izvirni znanstveni èlanek / Original Research Paper
Abstract
Globalization incited thoughts about the need of preserving the patrimony and heritage from
oblivion. Thus, the educators and classroom education teachers’ competency is extremely important
to raise awareness about the importance of creating personal identities through regional elements
with children at an early age, which would also improve their mastering the necessary knowledge
and skills linked to cultural heritage. This paper studies if students who use a dialect in their
communication pay attention to the knowledge of cultural heritage and if they consider the
introduction of the local idiom into the educational process as useful. Furthermore, the knowledge
of the musical heritage of students who have the same homeland and of those who do not, at the end
of their studies, was questioned. The results indicate the students’ cultural awareness, but with
insufficient knowledge and competencies.
Keywords: music culture, Istria, education, regional topics traditional music
Izvleèek
Regionalna kulturna ozavešèenost študentov edukacijskih ved s posebnim poudarkom na
regionalni glasbi Istre
Globalizacija je spodbudila razmišljanja o potrebi po ohranjanju kulturne dedišèine. Pri tem je zelo
pomembna kompetentnost vzgojiteljev in uèiteljev razrednega pouka, da otroke e v zgodnjih letih
osvešèajo o pomenu ustvarjanja osebne identitete s tradicijskimi elementi ljudske dedišèine. To
izboljša tudi njihovo obvladovanje znanj in vešèin, povezanih s kulturno dedišèino. Prispevek
preuèuje ali študenti, ki pri komunikaciji uporabljajo nareèje, namenjajo pozornost kulturni
dedišèini ter ali menijo, da je uvajanje tradicijskega idioma v izobra evalni proces koristno. Pri
študentih na koncu študija raziskuje tudi poznavanje glasbene dedišèine, pri èemer so rezultati
primerjani glede na kraj njihovega rojstva in študija. Rezultati dokazujejo kulturno ozavešèenost
študentov in hkrati izkazujejo pomanjkljivost njihovih znanj in kompetenc.
Kljuène besede: glasbena kultura, Istra, izobra evanje, regionalne teme, tradicijska glasba
Introduction
Knowledge about regional topics starts in the family and continues in kindergartens and
schools. Globalization incited thoughts about the need of preserving the patrimony and
heritage from oblivion. The issue of identity and all tangible and intangible values of a
certain area, including all entities living in that area, are linked to regional topics.
Seme Stojnoviæ and Vidoviæ (2012, 13) have stated that the historical analysis of the
institutionalized preschool education did not find a „wholesome preschool programme
with the identity of the land in which the child was born, based on heritage and human
values along with nurturing interculturality.“ Pursuant to this fact, in 2002 the project
117
