Page 147 - 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. 147
Sabina Vidulin, THE “LISTENING TO AND MAKING MUSIC” APPROACH ...
Music education in the Croatian compulsory school
After the reform of teaching in primary compulsory school (2006) and the publication of
the Teaching Plan and Programme (2006), music education in Croatia has changed the
teaching concept. The so-called open model generated changes in music teaching.
Working according to this model should affect pupils musical development, provide their
cultural and artistic progress and encourage the development of their musical skills.
Listening to music with the (musicological) elaboration of artistic work has become the
compulsory activity, while a second activity can be decided upon according to teachers’
knowledge and abilities, pupils’ interests and school possibilities. The openness is
reflected in the free choice of teaching contents: the teacher selects the songs to be covered
in class, the compositions to be listened to and the didactical elements (methods,
principles).
The intention of the open model is to put emphasis on listening and analyzing musical
works, recognition and comparison of musical elements, expression of ideas, thoughts and
feelings, showing consideration for tradition and culture, appraising art works. By
listening to music pupils learn to recognize different elements of music and music types
and get to know better the Croatian and world musical heritage. Thus, they adopt a general
musical culture. With the second activity - singing or playing instruments, pupils learn and
adopt a number of artistic, traditional, popular songs and work on their interpretations.
Through the activity of creating they expand their creative potential, acquire factual and
theoretical knowledge, develop cognitive, practical and social skills.
In everyday practice, it works in the following way: listening to music and music
elaboration, mostly of art music, is one part of the lesson and the second part is dedicated
to another activity which is correlated within the educational unit. The main goal of
listening to music with music elaboration is to influence and upgrade the pupils’ (musical)
culture. Other goals depend on the second activity1. Therefore, if the second activity is
singing, the goal is the development of singing (vocal) ability; playing – to develop the
elementary instrumental skills; music making - the development of musical thinking and
creating of new musical pieces; music literacy – to learn the notes and use it practically.
Sometimes, during the lesson the teacher combines not only two activities2, but also some
other musical activities which support the comprehension of the educational unit. For
example: if the teacher’s model encompasses listening to music and singing as the two
central activities in music teaching, they can still carry out some dance or playing on
(rhythmical) instruments activities, if this is necessary to improve the quality of the lesson
or to encourage pupils’ motivation. However, they must do so without any specific tasks
regarding the added activities.
1 In one hour per week it is not possible to reach many different goals, so the Croatian model focuses on two
activities.
2 It is important to highlight that the two selected activities are in the focus of everyday music lesson.
147
Music education in the Croatian compulsory school
After the reform of teaching in primary compulsory school (2006) and the publication of
the Teaching Plan and Programme (2006), music education in Croatia has changed the
teaching concept. The so-called open model generated changes in music teaching.
Working according to this model should affect pupils musical development, provide their
cultural and artistic progress and encourage the development of their musical skills.
Listening to music with the (musicological) elaboration of artistic work has become the
compulsory activity, while a second activity can be decided upon according to teachers’
knowledge and abilities, pupils’ interests and school possibilities. The openness is
reflected in the free choice of teaching contents: the teacher selects the songs to be covered
in class, the compositions to be listened to and the didactical elements (methods,
principles).
The intention of the open model is to put emphasis on listening and analyzing musical
works, recognition and comparison of musical elements, expression of ideas, thoughts and
feelings, showing consideration for tradition and culture, appraising art works. By
listening to music pupils learn to recognize different elements of music and music types
and get to know better the Croatian and world musical heritage. Thus, they adopt a general
musical culture. With the second activity - singing or playing instruments, pupils learn and
adopt a number of artistic, traditional, popular songs and work on their interpretations.
Through the activity of creating they expand their creative potential, acquire factual and
theoretical knowledge, develop cognitive, practical and social skills.
In everyday practice, it works in the following way: listening to music and music
elaboration, mostly of art music, is one part of the lesson and the second part is dedicated
to another activity which is correlated within the educational unit. The main goal of
listening to music with music elaboration is to influence and upgrade the pupils’ (musical)
culture. Other goals depend on the second activity1. Therefore, if the second activity is
singing, the goal is the development of singing (vocal) ability; playing – to develop the
elementary instrumental skills; music making - the development of musical thinking and
creating of new musical pieces; music literacy – to learn the notes and use it practically.
Sometimes, during the lesson the teacher combines not only two activities2, but also some
other musical activities which support the comprehension of the educational unit. For
example: if the teacher’s model encompasses listening to music and singing as the two
central activities in music teaching, they can still carry out some dance or playing on
(rhythmical) instruments activities, if this is necessary to improve the quality of the lesson
or to encourage pupils’ motivation. However, they must do so without any specific tasks
regarding the added activities.
1 In one hour per week it is not possible to reach many different goals, so the Croatian model focuses on two
activities.
2 It is important to highlight that the two selected activities are in the focus of everyday music lesson.
147
