Page 139 - 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. 139
ena Blaškoviæ, Tihomir Prša, EXPERIENCE AND ATTITUDE OF PRIMARY SCHOOL STUDENTS ..
Chart 2 displays absolute and relative frequencies about music areas which student like the
most. 66.4 % of them sing children’s songs most gladly, while as little as 9.1 % prefer to
participate in musical games. 26.4 % of the students ranked music listening as favourite
area in Music classes. 15.4 % of them most preferably sings choreographed songs, and
11.3 % of the pupils play children’s instruments most gladly. The link of singing songs as
a favourite activity is most frequent with children and teachers both. Research has shown
that educational workers practice singing songs most preferably and that they feel the most
pleased when signing (Šulentiæ Begiæ, 2006; Cakiæ, Šulentiæ Begiæ and Begiæ, 2015).
Students’ inclination towards certain musical area and type of music contents could be
linked to teacher’s inclinations to specific musical areas. Hamann and Ebie (2009) point
out that the affinity toward certain musical areas and type of musical content is connected
with a sense of closeness to some musical content in the course of whose performance
enough self-esteem is felt. Hesterman (2012) states that positive or negative self-image
can be reflected upon work success. It can also influence teachers to choose musical
activities in which they feel pleased and capacitated more frequently when working with
children.
The number of children who attend extracurricular musical classes was examined.
Seventy-three pupils (66.4 %) go to music school, folklore group, are member of a choir
(school, church or city), attend pop-rock school or have private music tutoring. The results
are presented in Chart 3.
Chart 3: Students’ musical activities outside regular Music classes (N=110)
Most subjects, 37.3 %, sing in a choire, while the least attend pop-rock school (0.9 %).
7.3 % of the students go to music school, while 9.1 % of them are a part of some folklore
group. 11.8 % of the students learn music privately.
Subjects have expressed their attitudes towards the examples of Gregorian singing they
listened to on a five-degree ordinal scale (1 means I don’t like it fully; 5 means I like it
completely). Auditive part of the questionnaire was composed of five musical examples of
Gregorian singing. Each example was listened to for 30 seconds, after which students
assessed the level of liking each example. The results are displayed in Table 1.
139
Chart 2 displays absolute and relative frequencies about music areas which student like the
most. 66.4 % of them sing children’s songs most gladly, while as little as 9.1 % prefer to
participate in musical games. 26.4 % of the students ranked music listening as favourite
area in Music classes. 15.4 % of them most preferably sings choreographed songs, and
11.3 % of the pupils play children’s instruments most gladly. The link of singing songs as
a favourite activity is most frequent with children and teachers both. Research has shown
that educational workers practice singing songs most preferably and that they feel the most
pleased when signing (Šulentiæ Begiæ, 2006; Cakiæ, Šulentiæ Begiæ and Begiæ, 2015).
Students’ inclination towards certain musical area and type of music contents could be
linked to teacher’s inclinations to specific musical areas. Hamann and Ebie (2009) point
out that the affinity toward certain musical areas and type of musical content is connected
with a sense of closeness to some musical content in the course of whose performance
enough self-esteem is felt. Hesterman (2012) states that positive or negative self-image
can be reflected upon work success. It can also influence teachers to choose musical
activities in which they feel pleased and capacitated more frequently when working with
children.
The number of children who attend extracurricular musical classes was examined.
Seventy-three pupils (66.4 %) go to music school, folklore group, are member of a choir
(school, church or city), attend pop-rock school or have private music tutoring. The results
are presented in Chart 3.
Chart 3: Students’ musical activities outside regular Music classes (N=110)
Most subjects, 37.3 %, sing in a choire, while the least attend pop-rock school (0.9 %).
7.3 % of the students go to music school, while 9.1 % of them are a part of some folklore
group. 11.8 % of the students learn music privately.
Subjects have expressed their attitudes towards the examples of Gregorian singing they
listened to on a five-degree ordinal scale (1 means I don’t like it fully; 5 means I like it
completely). Auditive part of the questionnaire was composed of five musical examples of
Gregorian singing. Each example was listened to for 30 seconds, after which students
assessed the level of liking each example. The results are displayed in Table 1.
139
