Pogostost dejavnosti glasbene improvizacije v četrtem in petem razredu osnovne šole
Povzetek
Namen te raziskave je bil preučiti in primerjati pogostost izvajanja dejavnosti glasbene improvizacije pri pouku glasbene umetnosti med učitelji razrednega pouka in učitelji predmetnega pouka, ki poučujejo predmet glasbene umetnosti v četrtem in petem razredu slovenskih osnovnih šol. Raziskali smo tudi občutek kompetentnosti učiteljev za izvajanje dejavnosti glasbene improvizacije, razloge za redko vključevanje teh dejavnosti in rešitve za pogostejše vključevanje. Uporabljena je bila deskriptivna neeksperimentalna metoda raziskovanja, pri čemer smo podatke zbrali z vprašalnikom. Raziskava je pokazala, da učitelji občasno izvajajo dejavnosti glasbene improvizacije, najpogosteje ritmično improvizacijo. Rezultati niso pokazali razlik v pogostosti improvizacijskih dejavnosti med učitelji razrednega in predmetnega pouka. Kljub temu se učitelji predmetnega pouka čutijo kompetentnejše za izvajanje dejavnosti glasbene improvizacije kot učitelji razrednega pouka, med občutkom kompetentnosti in pogostostjo izvajanja improvizacijskih dejavnosti pri pouku glasbene umetnosti pa se je pokazala šibka korelacija. Učitelji kot ključne razloge za redko izvajanje dejavnosti glasbene improvizacije navajajo pomanjkanje časa, znanja in samozavesti. Rešitve za pogostejše vključevanje dejavnosti glasbene improvizacije vidijo v dodatnem usposabljanju v glasbeni improvizaciji in spremembah učnega načrta za glasbeno umetnost v osnovni šoli, pri čemer se zavzemajo za prožnejše in širše opredeljene učne cilje. Zaradi majhnosti vzorca rezultati niso posplošljivi, vendar nudijo vpogled v aktualno stanje vključevanja dejavnosti glasbene improvizacije pri pouku glasbene umetnosti v četrtem in petem razredu osnovne šole.
Prenosi
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