20.500.12556/RUL-169565 Glasbena samopodoba učencev v glasbeni šoli in vloga učitelja pri njenem oblikovanju doktorska disertacija Musical self-concept of music school students and the role of a teacher in shaping it Doktorska disertacija Glasbena samopodoba učencev v glasbeni šoli in vloga učitelja pri njenem oblikovanju obravnava vidik kultiviranja glasbene identitete v procesih glasbenega izobraževanja. Teoretski temelj raziskave smo naslonili na psihološki konstrukt glasbene samopodobe, ki predstavlja osnovni mehanizem konstruiranja glasbene identitete z razvojnim vrhom v mladostništvu. Naš namen je bil preučiti oblikovanje glasbene samopodobe učencev glasbene šole v zaključnih razredih. V kontekstu dejavnikov, ki na to vplivajo, smo raziskovali tudi glasbeno identiteto učiteljev. Izvedli smo kvantitativno študijo glasbene samopodobe učencev, medtem ko smo glasbeno identiteto učiteljev preučili s pomočjo utemeljene teorije. Zadnja raziskovalna faza je obsegala akcijsko raziskovanje, cilj katerega je bil oblikovati učenje inštrumenta po zasnovi Hargreavesovega modela potencialnih učnih izidov v glasbenem izobraževanju. Rezultati raziskave so pokazali, da glasbeno samopodobo učencev značilno oblikujejo komponente razpoloženja, sposobnosti/ambicij in komuniciranja. Razlike v glasbeni samopodobi glede na spol, glasbene preference in učno uspešnost se pri učencih niso odrazile pri vseh komponentah. Ugotovili smo pozitivno povezanost glasbene samopodobe z vključevanjem (ne)(in)formalnih načinov poučevanja in negativno povezanost s stopnjo učenčeve izvajalske anksioznosti. Učitelj inštrumenta/petja se je v raziskavi potrdil kot ključni socialni deležnik pri oblikovanju glasbene samopodobe. Skozi refleksijo konstruiranja lastne identitete se tudi on sam – najbolj identificiran z vlogama izvajalca in pedagoga – doživlja kot pomemben sooblikovalec glasbene samopodobe svojega učenca. Disertacija v slovensko glasbenoizobraževalno okolje prispeva spoznanja o glasbeni samopodobi učencev in njeni povezanosti z glasbeno identiteto učiteljev. Prikazani učinki poučevanja v Hargreavesovem modelu potencialnih učnih izidov glasbenega izobraževanja lahko pomagajo pri vzgoji nove generacije učencev inštrumenta/petja, ki se bo oddaljila od tradicionalnega modela mojster/vajenec, medtem ko bo vlogo virtuoza decentralizirala na podlagi improvizacije, petja, plesa, komponiranja, orkestriranja in povezovanja z drugimi vejami umetnosti. Globalen uvid raziskave pri tem govori v prid generativnemu učitelju, ki že uveljavlja tako diferencialno kot tudi konvergentno glasbenopedagoško delovanje za poučevanje in vzgojo tako glasbenih profesionalcev kot tudi ljubiteljev. The doctoral dissertation Musical self-concept of music school pupils and the role of a teacher in shaping it examines the aspect of cultivating musical identity in music education processes. The theoretical foundations of the research are based on the psychological construct of musical self-concept (hereafter MSC), which represents the fundamental mechanism of constructing musical identity, with a developmental peak in adolescence. Our aim was to examine the formation of MSC in pupils of music schools in their final years. In the context of factors influencing this, we also explored the musical identity of teachers. We conducted a quantitative study of the MSC of pupils in while examining the musical identity of teachers with the support of grounded theory. The final research phase involved action research, aiming to shape learning of instruments, based on Hargreaves' model of potential learning outcomes in music education. The results of the research showed that pupils' MSC is typically shaped by the components of mood, abilities/ambitions, and communication. Differences in MSC according to gender, musical preferences, and academic achievement were not reflected in all components among pupils. We found a positive correlation of MSC with the inclusion of (non)(in)informal teaching methods and a negative correlation with the pupils's performance anxiety level. The instrument/vocal teacher was confirmed in the research as a key social actor in shaping the MSC. Through the reflection of the construction of his own identity, he himself – most identified with the roles of performer and pedagogue – experiences himself as an important co-shaper of his pupil's MSC. The dissertation contributes insights into the MSC of pupils and its connection with the musical identity of teachers within the Slovenian music education environment. The demonstrated effects of teaching in Hargreaves' model of potential learning outcomes in music education can aid in educating a new generation of instrument/vocal students who move away from the traditional master/apprentice model, decentralizing the role of the virtuoso based on improvisation, singing, dancing, composing, orchestrating, and connecting with other branches of art. The global perspective of the research speaks in favor of the generative teacher, who already practices both differentially and convergent music pedagogy for teaching and educating both music professionals and amateurs. glasbena samopodoba glasbena identiteta učenci učitelji inštrumenta učitelji petja glasbena šola psihologija glasbe doktorske disertacije musical self-concept musical identity psychology of music pupil instrumental teacher vocal teacher music schools doctoral dissertations true false false N. Šimunovič Slovenski jezik Angleški jezik Doktorska disertacija 2025-06-04 11:01:20 2025-06-04 11:01:34 2025-06-06 04:02:01 0000-00-00 00:00:00 2024 0 Ljubljana 2024 Ljubljana XIII, 234, 48 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 78:159.9(043.3) 219264003 Simunovic_Natalija_Glasbena_samopodoba_ucencev_v_glasbeni_soli_in_vloga_ucitelja_pri_njenem_oblikovanju.pdf Simunovic_Natalija_Glasbena_samopodoba_ucencev_v_glasbeni_soli_in_vloga_ucitelja_pri_njenem_oblikovanju.pdf 1 460D1BB6CF47594834C7E9A758E95433 4346f5d56d09f3aed2eb7d3fd1e88e27572e4e2e602bba82f395e98b5910af35 48f33aa3-4121-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=211040 Akademija za glasbo 0 0 0