Page 118 - 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. 118
SBENOPEDAGOŠKI ZBORNIK, 27. zvezek
Children – Patrimony Guardians was initiated and its basic determinants were building
cultural identity and understanding all that influences it like, for instance: people, history,
language, music, architecture (Seme Stojnoviæ, Vidoviæ, 2012).
According to the analysis by Martinoviæ and Vidulin (2015), in the Primary School
Curriculum (2006) for the subject Music there is a domination of compositions of the
world’s opus over compositions of the national opus which results in the need to
demonstrate other composers’ opuses with the aim of enriching the cultural and artistic
experience of pupils. Palmiæ (2012) has questioned the traditional music, interculturality
and the compulsory primary education. The author claims that traditional music has a
significant role in the development of identity in the compulsory primary training, mainly
through the process of teaching music and through the school’s general activity as an
educational and social institution. Moreover, Sam Palmiæ (2015) has studied traditional
music in Music course books in the reality of multicultural primary schools and quoted the
need to strengthen the pupils’ sensibility for their own musical and cultural identity. She
suggests the introduction of music culture intercultural elements in the form of traditional
music as part of primary school education.
The conclusion about neglecting the heritage content in education was reached by Dobrota
and Kušæeviæ (2008) in their research about the knowledge of musical and art heritage
owned by eight graders from the Šibenik - Knin County. The authors indicate the
increasing awareness of the necessity of education based on cultural heritage contents
since they represent the bond between the past, present and future. It is also a necessary
medium for the understanding of other cultures, which is one of the preconditions for
common life in the 21st century.
According to Kostoviæ - Vranješ (2015), drawing attention to the richness, particularity
and distinctiveness of the cultural, historical and natural heritage in the earliest childhood
can be a starting point in the formation of life-long, sustainable attitudes, values and
patterns of behaviour. In Istria it was recognised by the County of Istria.1 To reach the goal
of increasing the public’s interest for and understanding of cultural heritage and modern
art production, the conduction of ten activities was thought of. One regards the conduction
of regional education programmes in kindergartens, primary and secondary schools.2
The project Institutionalization of Regional Education in the County of Istria is based on
the Strategy. The project’s aim is to form an institutionalized form of preserving the Istrian
regional identity and the introduction of regional education and traditional culture in
preschool institutions, primary and secondary schools in the County of Istria.
1 On the County assembly held on 23 June 2014, the Istrian Cultural Strategy for the period 2014 to 2020
was chosen and its main aims were set forth: to improve the work of cultural institutions in the
non-institutionalized cultural sector; to improve publishing activities in Istria; to build a new cultural
infrastructure meant for art productions, educations, presentations and care of these materials; to manage
the cultural infrastructure, institutions, services and projects in a more effective way; to increase the
public’s interest for the cultural heritage and contemporary art production and deepen their
understanding.
2 Istrian cultural strategy for the period 2014-2020 http://www.istra-istria.hr/uploads/media/20140624_
x2_iksHR_02.pdf (accessed on 29 April 2017)
118
Children – Patrimony Guardians was initiated and its basic determinants were building
cultural identity and understanding all that influences it like, for instance: people, history,
language, music, architecture (Seme Stojnoviæ, Vidoviæ, 2012).
According to the analysis by Martinoviæ and Vidulin (2015), in the Primary School
Curriculum (2006) for the subject Music there is a domination of compositions of the
world’s opus over compositions of the national opus which results in the need to
demonstrate other composers’ opuses with the aim of enriching the cultural and artistic
experience of pupils. Palmiæ (2012) has questioned the traditional music, interculturality
and the compulsory primary education. The author claims that traditional music has a
significant role in the development of identity in the compulsory primary training, mainly
through the process of teaching music and through the school’s general activity as an
educational and social institution. Moreover, Sam Palmiæ (2015) has studied traditional
music in Music course books in the reality of multicultural primary schools and quoted the
need to strengthen the pupils’ sensibility for their own musical and cultural identity. She
suggests the introduction of music culture intercultural elements in the form of traditional
music as part of primary school education.
The conclusion about neglecting the heritage content in education was reached by Dobrota
and Kušæeviæ (2008) in their research about the knowledge of musical and art heritage
owned by eight graders from the Šibenik - Knin County. The authors indicate the
increasing awareness of the necessity of education based on cultural heritage contents
since they represent the bond between the past, present and future. It is also a necessary
medium for the understanding of other cultures, which is one of the preconditions for
common life in the 21st century.
According to Kostoviæ - Vranješ (2015), drawing attention to the richness, particularity
and distinctiveness of the cultural, historical and natural heritage in the earliest childhood
can be a starting point in the formation of life-long, sustainable attitudes, values and
patterns of behaviour. In Istria it was recognised by the County of Istria.1 To reach the goal
of increasing the public’s interest for and understanding of cultural heritage and modern
art production, the conduction of ten activities was thought of. One regards the conduction
of regional education programmes in kindergartens, primary and secondary schools.2
The project Institutionalization of Regional Education in the County of Istria is based on
the Strategy. The project’s aim is to form an institutionalized form of preserving the Istrian
regional identity and the introduction of regional education and traditional culture in
preschool institutions, primary and secondary schools in the County of Istria.
1 On the County assembly held on 23 June 2014, the Istrian Cultural Strategy for the period 2014 to 2020
was chosen and its main aims were set forth: to improve the work of cultural institutions in the
non-institutionalized cultural sector; to improve publishing activities in Istria; to build a new cultural
infrastructure meant for art productions, educations, presentations and care of these materials; to manage
the cultural infrastructure, institutions, services and projects in a more effective way; to increase the
public’s interest for the cultural heritage and contemporary art production and deepen their
understanding.
2 Istrian cultural strategy for the period 2014-2020 http://www.istra-istria.hr/uploads/media/20140624_
x2_iksHR_02.pdf (accessed on 29 April 2017)
118
