Učni načrti za pouk glasbe od leta 1944 do danes in njihovo uresničevanje v praksi

Bavčar, Mateja (avtor), Sicherl Kafol, Barbara (mentor)

Učni načrti, ki odražajo stanje in usmeritev šolske politike, učitelje zavezujejo in usmerjajo pri načrtovanju in izvajanju pouka. Podlago magistrskega dela predstavljajo učni načrti za področje glasbenega pouka od leta 1944 do danes in njihovo uresničevanje v praksi. V teoretičnem delu podajamo zgodovinski pregled glasbenega izobraževanja na Slovenskem, pri čemer smo podrobneje obravnavali izobraževanje razrednih učiteljev na Primorskem po drugi svetovni vojni. V empiričnem delu smo na podlagi vnaprej zastavljenih meril analizirali osnovnošolske učne načrte za glasbeni pouk od 1. do 4. razreda osemletne osnovne šole ter od 1. do 5. razreda devetletne osnovne šole. Opravljena je bila tudi analiza učnih načrtov za področje glasbe na učiteljišču Tolmin, Pedagoški akademiji v Ljubljani in pedagoški fakulteti v Kopru. S pomočjo polstrukturiranega intervjuja smo pridobili mnenja petih razrednih učiteljic o učnih načrtih za glasbeni pouk in njihovem uresničevanju v praksi od povojnih časov do danes. Izražale so se v petih kategorijah: glasbena izobrazba, poučevanje glasbe, nadaljnje glasbeno izobraževanje, učni načrti za glasbo ter učbenik in učni načrt za glasbo. Analiza ugotovitev, ki so bile pridobljene z intervjuji, je pokazala, da intervjuvanke, razen ene, nimajo glasbene predizobrazbe, da so se za učiteljski poklic izobraževale različno in da je njihovo poznavanje učnih načrtov vezano na učni načrt Program življenja in dela osnovne šole iz leta 1984. Z nadaljnjimi raziskavami bi lahko na večjem vzorcu starejših učiteljic preverili njihovo poznavanje učnih načrtov pred letom 1983, saj bi tako pridobili informacije o pomenu učnih načrtov za glasbeni pouk na osnovnošolski ravni. S pomočjo kronološke analize učnih načrtov za področje glasbe smo ugotovili, da so obstajale razlike v poimenovanju glasbenih predmetov, njihovi ciljni in vsebinski opredelitvi, v obsegu števila ur in drugih elementih. Ugotovitve, ki izhajajo iz opravljene analize učnih načrtov za glasbeni pouk tako na osnovnošolski ravni kot na ravni izobraževanja za učiteljski poklic, nam omogočajo vpogled v zgodovinski razvoj predmeta.

• Jezik: Slovenski jezik
• Ključne besede: učni načrti
• Vrsta gradiva: Magistrsko delo
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2016
• PID: 20.500.12556/RUL-85980
• COBISS.SI-ID: 11199561
• Datum objave v RUL: 19.09.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Music education syllabuses from 1944 to present and their implementation in practice

Izvleček

The syllabuses, which reflect the condition and orientation of the school policy, bind and guide teachers when they plan and execute lessons. The basis for this master’s thesis is the music syllabuses from 1944 to today and their practical implementation. The theoretical part represents the historical overview of musical education in Slovenia, with a more detailed examination of the education of the primary school (single class) teachers in the Littoral (Primorska) region after World War II. In the empirical part we analysed, on the basis of previously set criteria, primary school music syllabuses for 1st to 4th grades of the 8-year primary school, i.e. the first cycle of the primary school and for 1st to 5th grades of the 9-year primary school. We also analysed the music syllabuses for teacher training schools, Teacher training college in Ljubljana and Faculty of Education in Koper. Using a semi-structured interview we obtained opinions of five primary school (single class) teachers about music syllabuses and their application in everyday school life from post-war years until today. They expressed their views in five different categories: musical education, teaching music, further musical education, music syllabuses and textbooks with music syllabus. The analysis of the results, obtained from the interviews, showed that the interviewees except one had no previous training in music, they went through different education systems to receive their degrees to practice their teacher professions and their knowledge of the syllabuses is linked to the syllabus Programme of life and work of the basic school from 1984. By conducting further research and sampling a greater number of older teachers we could test their knowledge of the syllabuses before 1983. This way we could obtain information about how important music syllabuses for primary schools were. Having conducted the chronological analysis of the music syllabuses we determined that there were differences in the naming of the music subjects, the teaching aims and contents, the number of weekly lessons and other elements. Findings obtained from the analysis of the music syllabuses for the primary school as well as for the further teacher profession training enable us to gain some insight into the historical development of the subject.

• Ključne besede: syllabuses