Page 174 - 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. 174
SBENOPEDAGOŠKI ZBORNIK, 27. zvezek
Summary
Early music education is in Slovenia carried out in music schools and in kindergartens,
where teachers via a systematic music education encourage the children’s enjoyment of
musical activities, familiarize the children with experiencing musical contents, while
influencing the musical development of the preschool children.
The main goal of the research was to establish the level of development of melodic and
rhythmic abilities in five- and six-year-old children attending the programs: Preschool
Music Education (the Slovene model of music education, carried out in public music
schools), Edgar Willems’ Musical Introduction (the program carried out in private music
schools), and Curriculum for Kindergartens in public kindergartens where no special
emphasis is given to music education.
We were also interested in the influence of the different programs on the development of
the elementary music abilities. The developmental stages of melodic and rhythmic
abilities were tested with tests: Primary measures of music audiation, Tone recognition in
different tone ranges, Repetition of five sung and spoken rhythmical phrases and Tone
duration identification. The results of the study showed that additional musical training
and teaching of children in the framework of organized musical programs have positive
effects on the development of melodic and rhythmic abilities. A higher level of
development in both the melodic and the rhythmic ability was achieved with children who
attended the program Edgar Willems’ introduction to music; this was followed by children
who attended the preschool program musical education achieving lesser melodic and
rhythmical development, while the children who merely attended kindergarten achieved
the least. Individual approaches to early childhood music education thus differently affect
the degree of musical abilities of five- to six-year-old children.
174
Summary
Early music education is in Slovenia carried out in music schools and in kindergartens,
where teachers via a systematic music education encourage the children’s enjoyment of
musical activities, familiarize the children with experiencing musical contents, while
influencing the musical development of the preschool children.
The main goal of the research was to establish the level of development of melodic and
rhythmic abilities in five- and six-year-old children attending the programs: Preschool
Music Education (the Slovene model of music education, carried out in public music
schools), Edgar Willems’ Musical Introduction (the program carried out in private music
schools), and Curriculum for Kindergartens in public kindergartens where no special
emphasis is given to music education.
We were also interested in the influence of the different programs on the development of
the elementary music abilities. The developmental stages of melodic and rhythmic
abilities were tested with tests: Primary measures of music audiation, Tone recognition in
different tone ranges, Repetition of five sung and spoken rhythmical phrases and Tone
duration identification. The results of the study showed that additional musical training
and teaching of children in the framework of organized musical programs have positive
effects on the development of melodic and rhythmic abilities. A higher level of
development in both the melodic and the rhythmic ability was achieved with children who
attended the program Edgar Willems’ introduction to music; this was followed by children
who attended the preschool program musical education achieving lesser melodic and
rhythmical development, while the children who merely attended kindergarten achieved
the least. Individual approaches to early childhood music education thus differently affect
the degree of musical abilities of five- to six-year-old children.
174
