Glasbena pravljica v predšolskem obdobju

Suhadolnik, Nika (author), Sicherl Kafol, Barbara (mentor)

Glavni namen diplomskega dela je proučiti pogostost in načine pojavljanja glasbene pravljice v praksi predšolskega obdobja. V teoretičnem delu smo predstavili vlogo glasbe pri otrokovem celostnem razvoju ter opredelili glasbeni razvoj predšolskega otroka. V nadaljevanju smo opredelili pravljico, nato pa smo se osredotočili na glasbeno pravljico. Opisali smo njene značilnosti, pojasnili njen pomen in vpliv na otrokov razvoj ter opisali korake izvedbe glasbene pravljice (od načrtovanja do same izvedbe). Na koncu teoretičnega dela smo navedli nekaj primerov glasbenih pravljic različnih avtorjev. V empiričnem delu smo s kvantitativno raziskovalno metodo, in sicer z anketnim vprašalnikom, preverjali pogostost uresničevanja glasbene pravljice in ugotavljali morebitne razlike med pogostostjo uresničevanja glasbenih pravljic v prvem in drugem starostnem obdobju. Ugotavljali smo tudi načine uresničevanja in vrste glasbenih pravljic, ki jih vzgojitelji uporabljajo. Prav tako smo preverjali vzgojiteljevo mnenje o pomembnosti ter vplivu glasbenih pravljic na otrokov celostni razvoj ter motivacijo za nadaljnje glasbeno udejstvovanje. Podatke smo obdelali s programom Microsoft Office Excel, jih vsebinsko analizirali, tabelarično in grafično prikazali ter interpretirali. Ugotovili smo, da večina vzgojiteljev/ic glasbeno pravljico vključuje v glasbene dejavnosti in jo najpogosteje izvaja nekajkrat na leto ali manj. Rezultati so pokazali, da vzgojitelji/ce II. starostne skupine nekoliko pogosteje uresničujejo glasbene pravljice kot vzgojitelji I. starostne skupine. Ugotovili smo, da največ vzgojiteljev/ic uporablja obe vrsti glasbenih pravljic (znanih avtorjev in lastnih) ter jih izvaja vokalno-inštrumentalno. Raziskava je pokazala spodbudne rezultate, saj večina vzgojiteljev/ic vključuje otroke v glasbene pravljice in se zaveda pomembnosti njihove participacije. Večji odstotek vzgojiteljev meni, da glasbena pravljica vpliva na otrokov celostni razvoj ter motivacijo za nadaljnje glasbeno udejstvovanje.

• Language: Slovenian
• Keywords: glasbena pravljica
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-141054
• COBISS.SI-ID: 122270211
• Publication date in RUL: 27.09.2022

Secondary language

• Language: English
• Title: Musical fairy tale in preschool

Abstract

The main purpose of this diploma work is to study the frequency and ways in which a musical fairy tale appears in the practice of the preschool period. In the theoretical part, we presented the role of music in the child's holistic development and defined the musical development of the preschool child. We defined a fairy tale as such and then we focused on a musical fairy tale. We described its characteristics, explained its significance and impact on children's development, and described the steps of performing a musical fairy tale (from planning to the performance itself). At the end of the theoretical part, we have given some examples of musical fairy tales by different authors. In the empirical part, we used a quantitative research method, namely an online questionnaire, to check the frequency of realization of a musical fairy tale and to determine possible differences between the frequency of realization of musical fairy tales in first and second age group. We also identified ways of realization and the types of musical tales used by pre-school teachers. We also checked the pre-school teacher’s opinion on the importance and impact of musical fairy tales on children's overall development and motivation for further musical involvement. The data were processed with Microsoft Office Excel, analyzed in terms of content, tabulated, and graphically displayed and interpreted. We found that most educators include a musical fairy tale in musical activities and most often perform it a few times a year or less. The results showed that pre-school teachers of the second age group perform musical fairy tales slightly more often than pre-school teachers of first age group. We found that most educators use both types of musical fairy tales (known authors and their own) and they perform them vocally and instrumentally. The research has shown encouraging results, as most pre-school teachers involve children in musical fairy tales and are aware of the importance of their participation. A larger percentage of pre-school teachers believe that a musical fairy tale influences a child's holistic development and motivation for further musical involvement.

• Keywords: musical fairy tale