Page 23 - 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. 23
Breda Oblak, NARATIVNI IZRAZ POTI SKOZI GLASBENO ŠOLSTVO
Summary
The article presents introspective sample of author´s personal testimony on vertical of
musical educational institutions in Slovenian area. In introduction, author explains a
narrative approach that has in the recent period been enforced in education of teachers and
pedagogical researches, she emphasizes reflection´s stance to development of motivation,
identification, and professionalism of music teachers, and in the view of
music-developmental and career-motivational theory, she summarizes some earlier
impulses for music and general teaching from the period prior it systematic education in
musical education.
The content covers seven decades that are given in two typically developmental sets. The
first one is related to her period of musical education and study, and the second one to
musical and pedagogical work. Narration of the first set begins in Jesenice, a rural town,
where author experienced the initial period of operation of newly established lower music
school. In addition to the initiators and school´s management, she mainly emphasizes
positive role models of her first piano teacher, who directed her toward further musical
education at the secondary level in Ljubljana. This happened in 1953/54, in the time when
the Secondary Music School became independent educational institution. Author then
experienced the beginnings of its organizational transformation, departments, curricula,
ensuring general education programme and also vertical connection to a higher
educational department at Academy of Music. In the incurred circumstances, she
mentions escalation of motivation for musical art in a broader scope of its disciplines and
its important media, at which also interests in teaching music were awoken.
Awoken teaching identity introduces another set of the article, in which author introduces
her career path. Her beginning date back to the first Jesenice Music School, where she had
piano and solfeggio lessons. Outside the home institution, the needs in general education
and cultural place addressed her for her additional musical operation, while she critically
deepened in the character of music teacher and their pedagogical ability. A turning point is
represented by examination of professional competence, which formally ensures her a
teaching licence, and unexpectedly opens a possibility of additional teaching at the Center
Music School in Ljubljana. At the same time, it suggests her direction toward music
methodology.
Due to the return to Ljubljana, author is soon connected to new transformation of four
artistic institutions into newly established Institution of Musical and Ballet Education. In
the institution, she was elected as a teacher in combination of teaching music of class type
at home Institution, and at the same time, for implementing experimental project, the
objective of which was a reform of general musical education at primary schools. The
project required deepening into advanced European concepts of musical education,
weekly realization of modernized lessons and their regular transfer to a wider teaching
practice. The latter was enabled through the presence of permanent and invited teachers,
students, and experts of various fields. Openness of the lessons in relation to
accompanying professional discussions moved the project closer to the form of action
23
Summary
The article presents introspective sample of author´s personal testimony on vertical of
musical educational institutions in Slovenian area. In introduction, author explains a
narrative approach that has in the recent period been enforced in education of teachers and
pedagogical researches, she emphasizes reflection´s stance to development of motivation,
identification, and professionalism of music teachers, and in the view of
music-developmental and career-motivational theory, she summarizes some earlier
impulses for music and general teaching from the period prior it systematic education in
musical education.
The content covers seven decades that are given in two typically developmental sets. The
first one is related to her period of musical education and study, and the second one to
musical and pedagogical work. Narration of the first set begins in Jesenice, a rural town,
where author experienced the initial period of operation of newly established lower music
school. In addition to the initiators and school´s management, she mainly emphasizes
positive role models of her first piano teacher, who directed her toward further musical
education at the secondary level in Ljubljana. This happened in 1953/54, in the time when
the Secondary Music School became independent educational institution. Author then
experienced the beginnings of its organizational transformation, departments, curricula,
ensuring general education programme and also vertical connection to a higher
educational department at Academy of Music. In the incurred circumstances, she
mentions escalation of motivation for musical art in a broader scope of its disciplines and
its important media, at which also interests in teaching music were awoken.
Awoken teaching identity introduces another set of the article, in which author introduces
her career path. Her beginning date back to the first Jesenice Music School, where she had
piano and solfeggio lessons. Outside the home institution, the needs in general education
and cultural place addressed her for her additional musical operation, while she critically
deepened in the character of music teacher and their pedagogical ability. A turning point is
represented by examination of professional competence, which formally ensures her a
teaching licence, and unexpectedly opens a possibility of additional teaching at the Center
Music School in Ljubljana. At the same time, it suggests her direction toward music
methodology.
Due to the return to Ljubljana, author is soon connected to new transformation of four
artistic institutions into newly established Institution of Musical and Ballet Education. In
the institution, she was elected as a teacher in combination of teaching music of class type
at home Institution, and at the same time, for implementing experimental project, the
objective of which was a reform of general musical education at primary schools. The
project required deepening into advanced European concepts of musical education,
weekly realization of modernized lessons and their regular transfer to a wider teaching
practice. The latter was enabled through the presence of permanent and invited teachers,
students, and experts of various fields. Openness of the lessons in relation to
accompanying professional discussions moved the project closer to the form of action
23
