Musical didactic games are realized with musical activities of performing, listening, and creating, with which pupils' musical competences, skills and knowledge, as well as the learning objectives are developed at cognitive, emotional-motivational, and psychomotor level. To include those in musical education lessons is crucial for integral educational approach to teaching musical education in both, first and second triad of elementary school.
In this master thesis, we have researched how elementary school teachers of first and second triad of elementary school plan musical didactic games in their music education lessons; which teaching materials they use; which learning objectives they include in musical didactic games; and how they evaluate the importance of planning and performing of musical didactic games in the music education lessons. We have also researched if there are statistically significant differences in planning of musical didactic games in the music education lessons according to the number of years the teachers have spent teaching and their additional music education. We have used a quantitative analysis approach and the data was acquired by the means of a questionnaire. People included in the research were elementary school teachers that teach music education in first (1., 2., 3. grade) and second (4., 5. grade) triad of elementary school.
Our research results have shown that the surveyed elementary school teachers are inclined towards planning the musical didactic games at their lessons in first, as well as second triad of elementary school and are aware of the positive effects this type of games has on the musical and overall development of a child. Elementary school teachers include musical didactic games into their lessons up to twice a month. They most frequently use them as a tool for repeating, refreshing, and maintaining motivation. Teachers in the first triad of elementary school plan the musical didactic games by themselves with the help of teacher's guides, in the second triad they use textbooks for planning the same type of games.
Musical didactic games in the first, as well as second triad of elementary school include learning objectives which are based on musical competences, musical skills, and musical knowledge. We have, however, found that there are statistically significant differences among the teachers that teach in different triads of elementary school in the frequency of planning these learning objectives: developing the skills of playing children's musical instruments; voice hygiene and vocal technique; shaping, strengthening the knowledge of, and using musical expressions; orientation in imagery music records, and orientation in musical notations. The research results present the existing state of planning the musical didactic games in music education lessons in first and second triad of elementary school in Slovenia, to the elementary school teachers or other professionally interested public, and is a significant contribution to didactics of musical education.
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