Page 255 - 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. 255
Katarina Habe, Ana Smolnikar, DEJAVNIKI OBLIKOVANJA GLASBENE SAMOPODOBE ...
Katarina Habe1, Ana Smolnikar2
1Univerza v Ljubljani, Akademija za glasbo
2Osnovna šola Danile Kumar
DEJAVNIKI OBLIKOVANJA GLASBENE SAMOPODOBE UÈENCEV,
KI OBISKUJEJO GLASBENO ŠOLO
Izvleèek
Namen prispevka je predstaviti glasbeno samopodobo uèencev, ki obiskujejo javno glasbeno šolo.
Zanimalo nas je, kako je glasbena samopodoba povezana s splošno samopodobo uèencev in ali
obstajajo razlike v glasbeni samopodobi glede na spol, starost ter število let obiskovanja glasbene
šole. Prav tako smo eleli osvetliti, kakšna je vloga staršev in uèiteljev pri oblikovanju glasbene
samopodobe ter kakšna je njena povezanost z oceno pri glavnem in glasbenoteoretiènem predmetu.
Pri raziskavi je sodelovalo 225 uèencev ni jih glasbenih šol, starih od 10 do 16 let (133 deklic, 92
deèkov). Za to raziskavo smo oblikovali Vprašalnik glasbene samopodobe ter preverili njegove
merske karakteristike. Rezultati raziskave so pokazali, da je glasbena samopodoba veèine uèencev
pozitivna in da pri glasbeni samopodobi ne obstajajo pomembne razlike glede na spol. Poleg tega
imajo posamezniki s pozitivno splošno samopodobo tudi pozitivno glasbeno samopodobo.
Ugotovili smo, da glasbena samopodoba ni povezana s starostjo in z leti glasbenega izobra evanja,
našli pa smo pomembne povezave tako z oceno pri individualnem predmetu (inštrument/petje) kot z
oceno pri nauku o glasbi. Izkazalo se je, da imajo pri oblikovanju glasbene samopodobe pri uèencih
v ni ji glasbeni šoli najveèjo vlogo uèitelji individualnega in skupinskega glasbenega pouka.
Kljuène besede: glasbena samopodoba, ni ja glasbena šola, uèenje inštrumenta/petja, nauk o
glasbi/solfeggio, vloga uèitelja glasbe
Abstract
Factors, that Influence Musical Self-Image in Pupils, Who Attend Music Schools
The aim of our research was to explore factors, that influence musical self-image in pupils who
attend public music school. We wanted to establish the differences in musical self-image with
respect to gender and social support of parents and music teachers. Furthermore we explored
connections between musical self-image and general self-image, age and the number of years of
attending music school and grades in individual/group practice. The research was conducted on 225
students of basic music schools, aged between 10 and 16 (133 girls, 92 boys). For the purpose of the
research, a Scale of Musical Self-Image was developed and its psychometric characteristics were
established. The results show that the musical self-concept of most students is positive and that there
are no major differences regarding to gender. Those individuals that have a positive general
self-image also have a positive musical self-image. The musical self-image has no connection with
the age and the number of years of music education. There is a strong connection, however, with the
grade in the instrumental practice as well as with the grade in music theory. Moreover, the research
reveals that instrument and music theory teachers have a central role in developing musical
self-image of basic music school students.
Keywords: musical self-image, basic music school, instrumental/singing practice, music
theory/solfeggio, the role of music teacher
255
Katarina Habe1, Ana Smolnikar2
1Univerza v Ljubljani, Akademija za glasbo
2Osnovna šola Danile Kumar
DEJAVNIKI OBLIKOVANJA GLASBENE SAMOPODOBE UÈENCEV,
KI OBISKUJEJO GLASBENO ŠOLO
Izvleèek
Namen prispevka je predstaviti glasbeno samopodobo uèencev, ki obiskujejo javno glasbeno šolo.
Zanimalo nas je, kako je glasbena samopodoba povezana s splošno samopodobo uèencev in ali
obstajajo razlike v glasbeni samopodobi glede na spol, starost ter število let obiskovanja glasbene
šole. Prav tako smo eleli osvetliti, kakšna je vloga staršev in uèiteljev pri oblikovanju glasbene
samopodobe ter kakšna je njena povezanost z oceno pri glavnem in glasbenoteoretiènem predmetu.
Pri raziskavi je sodelovalo 225 uèencev ni jih glasbenih šol, starih od 10 do 16 let (133 deklic, 92
deèkov). Za to raziskavo smo oblikovali Vprašalnik glasbene samopodobe ter preverili njegove
merske karakteristike. Rezultati raziskave so pokazali, da je glasbena samopodoba veèine uèencev
pozitivna in da pri glasbeni samopodobi ne obstajajo pomembne razlike glede na spol. Poleg tega
imajo posamezniki s pozitivno splošno samopodobo tudi pozitivno glasbeno samopodobo.
Ugotovili smo, da glasbena samopodoba ni povezana s starostjo in z leti glasbenega izobra evanja,
našli pa smo pomembne povezave tako z oceno pri individualnem predmetu (inštrument/petje) kot z
oceno pri nauku o glasbi. Izkazalo se je, da imajo pri oblikovanju glasbene samopodobe pri uèencih
v ni ji glasbeni šoli najveèjo vlogo uèitelji individualnega in skupinskega glasbenega pouka.
Kljuène besede: glasbena samopodoba, ni ja glasbena šola, uèenje inštrumenta/petja, nauk o
glasbi/solfeggio, vloga uèitelja glasbe
Abstract
Factors, that Influence Musical Self-Image in Pupils, Who Attend Music Schools
The aim of our research was to explore factors, that influence musical self-image in pupils who
attend public music school. We wanted to establish the differences in musical self-image with
respect to gender and social support of parents and music teachers. Furthermore we explored
connections between musical self-image and general self-image, age and the number of years of
attending music school and grades in individual/group practice. The research was conducted on 225
students of basic music schools, aged between 10 and 16 (133 girls, 92 boys). For the purpose of the
research, a Scale of Musical Self-Image was developed and its psychometric characteristics were
established. The results show that the musical self-concept of most students is positive and that there
are no major differences regarding to gender. Those individuals that have a positive general
self-image also have a positive musical self-image. The musical self-image has no connection with
the age and the number of years of music education. There is a strong connection, however, with the
grade in the instrumental practice as well as with the grade in music theory. Moreover, the research
reveals that instrument and music theory teachers have a central role in developing musical
self-image of basic music school students.
Keywords: musical self-image, basic music school, instrumental/singing practice, music
theory/solfeggio, the role of music teacher
255
