The subject matter of my master's thesis is creative musical activities in music classes across the primary education vertical. In theoretical part we explained the concept of creativity, which we presented from the perspective of individual's characteristics, process and achievement. We also explained the concept of musical creativity, wherefrom we primarily focused on musical creativity in school and teacher's role in promoting the musical creativity of pupils. We focused on teaching with creative musical activities and with the help of curriculum for music education, we discovered inclusion of activities in primary education. With analysis of teaching materials for music education, we made a selection of practical examples of musical activities by Years, which are performed by creative musical activities. In the last chapter of the theoretical part we described musical development of children, in which we primarily focused on the development of musical creativity. In the empirical part we researched the representation of creative musical activities in music education in primary school, with the help of an online questionnaire and a naturalistic observation of the music education. Based on the obtained data, we discovered, how often primary school teachers perform creative musical activities in music education, which creative methods of teaching and learning they use and what is their attitude towards creative musical activities. We studied whether their answers differ according to Years they are teaching in, their profession and level of education, according to their years of teaching in education and according to their frequency of participation in additional education in musical seminars. The results showed, that creative musical activities are most rarely used out of all musical activities by primary school teachers. Most commonly represented creative musical activities are creative musical activities through movement and visual art (especially in Years 1-3), interpretive singing (especially in Years 7-9) and text rhythmization; most rarely represented are creative musical activities of invention. Creative methods of teaching and learning in music education were used by a little less than half of the primary school teachers. Through structural observation it was discovered that most of those teachers were teaching in Years 1-3. Most used methods were musical creativity through movement and visual art methods, interpretive singing method and text rhythmization method. Interpretive singing method and melody completion method were mostly represented by teachers educating in Years 7-9. Musical creativity through movement method was mostly represented by teachers educating in Years 1-3. Melody completion method was used mostly by teachers with music pedagogy education. Interpretive singing method was used mostly by teachers who are participating in additional education in musical seminars at least once per year. By analysing teachers’ attitudes towards creative musical activities, we discovered, that primary school teachers who are teaching music education, most agree with statements, that creative musical activities are necessary for quality music education, that all musical activities have to be equally represented and that teacher plays an important role in development of a child’s musical creativity.
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