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Prepoznavanje glasbeno nadarjenih učencev v 1. in 2. vzgojno-izobraževalnem obdobju osnovne šole : magistrsko delo
Korelec, Urška (Author), Juriševič, Mojca (Mentor) More about this mentor... This link opens in a new window, Sicherl-Kafol, Barbara (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/4281/ This link opens in a new window

Abstract
Spodbudno učno okolje ima velik vpliv na glasbeni razvoj in v tem okviru tudi na glasbeno nadarjenost. Le kakovostne učne spodbude lahko pri glasbenem pouku omogočajo razvoj glasbenih sposobnosti učencev v skladu z njihovimi glasbenimi predispozicijami. Z magistrskim delom sem raziskala, kakšne so izkušnje učiteljev glasbene umetnosti v 1. in 2. vzgojno-izobraževalnem obdobju s prepoznavanjem glasbeno nadarjenih učencev, katere kazalnike evidentiranja in identificiranja glasbeno nadarjenih učencev učitelji uporabljajo, s katerimi težavami se srečujejo med prepoznavanjem glasbeno nadarjenih učencev in kako se izobražujejo na področju prepoznavanja glasbene nadarjenosti. Raziskavo sem izvedla s kvantitativnim raziskovalnim pristopom. Podatke sem pridobila z anketnim vprašalnikom za učitelje, ki poučujejo glasbeno umetnost v 1. in 2. vzgojno-izobraževalnem obdobju. Rezultati raziskave kažejo, da je po mnenju učiteljev najprimernejši čas za prvo evidentiranje potencialnih glasbeno nadarjenih učencev ob zaključku 1. vzgojno-izobraževalnega obdobja. Učitelji se pri prepoznavanju nadarjenih učencev posvetujejo z drugimi, največ s profesorji glasbe. Na leto povprečno prepoznajo enega glasbeno nadarjenega učenca v oddelku, ki ga poučujejo. Najpogostejši način evidentiranja glasbene nadarjenosti med učitelji je upoštevanje dosežkov učenca pri glasbeni dejavnosti, najpogostejši način identifikacije pa je prepoznavanje glasbeno nadarjenih z glasbeno ocenjevalno lestvico OLNAD07, ki jo učitelji ocenjujejo kot koristno in ustrezno. Učitelji predlagajo, naj se glasbeno nadarjenost prepoznava s številnimi glasbenimi dejavnostmi in z omogočanjem spontanih priložnosti, v katerih učenci dokažejo svoje glasbene dosežke. Pri prepoznavanju glasbeno nadarjenih učencev imajo učitelji največ težav s časovno stisko, številčnostjo učencev v razredu in z lastno usposobljenostjo na glasbenem področju. Poleg navedenega sem ugotovila, da skoraj polovica anketiranih učiteljev ne izvaja identifikacije glasbeno nadarjenih učencev. Te ugotovitve prispevajo smernice za bodoče izboljšave izobraževanja učiteljev na področju glasbenega poučevanja, še posebej prepoznavanja glasbene nadarjenosti, saj se učitelji za to delo ne čutijo dovolj usposobljeni.

Language:Slovenian
Keywords:glasbena nadarjenost, glasbeni razvoj, prepoznavanje glasbene nadarjenosti, učitelji glasbene umetnosti, 1. in 2. vzgojno-izobraževalno obdobje osnovne šole
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2016
Publisher:[U. Korelec]
Number of pages:52 str.
UDC:159.922.76-056.45:78(043.2)
COBISS.SI-ID:11379529 Link is opened in a new window
Views:384
Downloads:83
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Secondary language

Language:English
Title:Music gifted students' identification of the first and second triad of the primary school
Abstract:
A stimulating learning environment has a huge impact on musical development and on musical talent as well. Only high-quality learning incentives in music lessons can enable the development of musical abilities of students in accordance with their musical predispositions. In the thesis, I researched the experiences of music teachers in the 1st and 2nd educational period in recognizing musically gifted pupils. I also tried to show what indicators to record and identify musically gifted pupils teachers use, what problems teachers encounter during the identification of musically gifted pupils and how they train themselves in order to recognize a musical talent. In my survey, I used a quantitative research approach. The data was obtained through a questionnaire for music teachers who teach in the 1st and 2nd educational period. The survey results show that, according to the teachers the best time for the first recording of the musical potential of gifted pupils is at the end of the first educational period. When identifying gifted pupils teachers consult mostly with professors of music. On average, they identify one musically gifted pupil in a class per year. To record musical talents teachers usually consider the achievements of pupils in musical activities and the most common method of identification is the identification of musical talent with a musical grading scale OLNAD07 which teachers rated as useful and appropriate. Teachers propose to recognize musical talent by using many musical activities and facilitating spontaneous opportunities in which pupils demonstrate their musical achievements. In identifying talented pupils, teachers have mostly problems with time pressure, number of pupils in the class and with their own competence in the field of music. In addition, I found that almost half of the surveyed teachers do not carry out the identification of musically gifted students. These findings provide an input for future improvements of teacher education in the field of music teaching, particularly the identification of musical talent, as teachers for this work do not feel qualified enough.

Keywords:gifted, music, primary school, nadarjeni, glasba, osnovna šola

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