Page 217 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 12, zvezek 25 / Year 12, Issue 25, 2016
P. 217
Martina Valant, POUK V GLASBENI ŠOLI PO ŠOLSKI PRENOVI
Martina Valant
Glasbena šola Jesenice
POUK V GLASBENI ŠOLI PO ŠOLSKI PRENOVI
Izvleèek
Leta 1995 smo v Sloveniji prièeli z uvajanjem devetletnega šolanja v osnovne šole in v letu 2003 so
vsi prvošolci vstopili v devetletno šolo. V osnovni šoli je bila narejena prenova uènega programa s
sodobnejšimi metodami pouèevanja. Uèenci so zaèeli vstopati v šolo leto prej – s šestimi leti,
šolanje se je podaljšalo za eno leto, v prvo triletje je bilo uvedeno opisno ocenjevanje. Posledièno
smo tudi v glasbenih šolah v letu 2003 dobili prenovljen predmetnik in uène naèrte vezane na
devetletno osnovno šolanje. K inštrumentu se uèenci vpisujejo leto prej, v program predšolske
vzgoje in pripravnice je bilo uvedeno opisno ocenjevanje, ki se je kasneje opustilo. Pri inštrumentih,
kjer šolanje poteka osem let, v prvem razredu uèenci ne opravljajo izpita. Uvedena je bila ni ja in
višja stopnja v programu glasba in ples.
V prispevku bomo izpostavili spremembe, ki jih je v glasbene šole prinesla prenova glasbenega
šolstva – novi predmetniki in uèni naèrti. V nadaljevanju bomo predstavili rezultate raziskave, ki je
bila opravljena med uèitelji individualnega pouka v glasbenih šolah v letu 2016, in sicer o
prenovljenih in dopolnjenih predmetnikih in uènih naèrtih, o spremembah uènega procesa, o
uporabi sodobnih metod in pripomoèkov ter napredovanju uèencev.
Kljuène besede: glasbena šola, uèni naèrti, izobra evalni programi, sodobne metode pouèevanja,
uèni pripomoèki
Abstract
Instruction in Music Schools after the School Reform
In 1995, Slovenia began introducing a nine-year primary education system; and as a consequence, in
2003 all first grade children enrolled in a nine-year primary school programme. Furthermore, the
curriculum was also reformed and more contemporary teaching methods were introduced. Children
start school a year earlier compared to the old system, at the age of six. There are nine grades now
instead of eight; and during the first triennium, pupils are graded descriptively. Consequently, the
curriculum of music schools was revised as well and adapted to the nine-year primary education.
Children start instrumental instruction at a younger age (one year earlier) and descriptive grading
was introduced in the pre-school and preparatory programmes. However, grading was later
abolished altogether. In eight-year programmes for individual instruments, there is no final exam
after the first year. In music and dance programmes two levels, elementary and advanced, were
introduced.
In this discourse, changes are highlighted that occurred after the restructuring of the music school
system, i. e. new subjects lists and new curricula. The article then proceeds to introduce findings of a
research conducted among teachers of individual classes in music schools in 2016, on restructured
and upgraded subject lists and curricula, on changes in the teaching process, on the use of modern
teaching methods and aids, as well as on pupils’ progress.
Keywords: music school, subjects list, curricula, modern teaching methods, teaching aids
217
Martina Valant
Glasbena šola Jesenice
POUK V GLASBENI ŠOLI PO ŠOLSKI PRENOVI
Izvleèek
Leta 1995 smo v Sloveniji prièeli z uvajanjem devetletnega šolanja v osnovne šole in v letu 2003 so
vsi prvošolci vstopili v devetletno šolo. V osnovni šoli je bila narejena prenova uènega programa s
sodobnejšimi metodami pouèevanja. Uèenci so zaèeli vstopati v šolo leto prej – s šestimi leti,
šolanje se je podaljšalo za eno leto, v prvo triletje je bilo uvedeno opisno ocenjevanje. Posledièno
smo tudi v glasbenih šolah v letu 2003 dobili prenovljen predmetnik in uène naèrte vezane na
devetletno osnovno šolanje. K inštrumentu se uèenci vpisujejo leto prej, v program predšolske
vzgoje in pripravnice je bilo uvedeno opisno ocenjevanje, ki se je kasneje opustilo. Pri inštrumentih,
kjer šolanje poteka osem let, v prvem razredu uèenci ne opravljajo izpita. Uvedena je bila ni ja in
višja stopnja v programu glasba in ples.
V prispevku bomo izpostavili spremembe, ki jih je v glasbene šole prinesla prenova glasbenega
šolstva – novi predmetniki in uèni naèrti. V nadaljevanju bomo predstavili rezultate raziskave, ki je
bila opravljena med uèitelji individualnega pouka v glasbenih šolah v letu 2016, in sicer o
prenovljenih in dopolnjenih predmetnikih in uènih naèrtih, o spremembah uènega procesa, o
uporabi sodobnih metod in pripomoèkov ter napredovanju uèencev.
Kljuène besede: glasbena šola, uèni naèrti, izobra evalni programi, sodobne metode pouèevanja,
uèni pripomoèki
Abstract
Instruction in Music Schools after the School Reform
In 1995, Slovenia began introducing a nine-year primary education system; and as a consequence, in
2003 all first grade children enrolled in a nine-year primary school programme. Furthermore, the
curriculum was also reformed and more contemporary teaching methods were introduced. Children
start school a year earlier compared to the old system, at the age of six. There are nine grades now
instead of eight; and during the first triennium, pupils are graded descriptively. Consequently, the
curriculum of music schools was revised as well and adapted to the nine-year primary education.
Children start instrumental instruction at a younger age (one year earlier) and descriptive grading
was introduced in the pre-school and preparatory programmes. However, grading was later
abolished altogether. In eight-year programmes for individual instruments, there is no final exam
after the first year. In music and dance programmes two levels, elementary and advanced, were
introduced.
In this discourse, changes are highlighted that occurred after the restructuring of the music school
system, i. e. new subjects lists and new curricula. The article then proceeds to introduce findings of a
research conducted among teachers of individual classes in music schools in 2016, on restructured
and upgraded subject lists and curricula, on changes in the teaching process, on the use of modern
teaching methods and aids, as well as on pupils’ progress.
Keywords: music school, subjects list, curricula, modern teaching methods, teaching aids
217
