Page 268 - 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. 268
SBENOPEDAGOŠKI ZBORNIK, 25. zvezek
Furthermore, the 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
were of our concern. The research was conducted on 225 students of basic music schools,
aged between 10 and 16 (133 girls, 92 boys). The results indicate that the musical
self-image 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 and vice-versa. The musical self-image is not affected by age or 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 results
reveal that instrument and music theory teachers have a central role in developing musical
self-image of basic music school students. The later finding is by our opinion of a great
importance and requires some further systematic investigations. We are convinced that in
music schools more focus should be directed towards acknowledging and enhancing
socio-emotional factors of music education. We also believe that more strategic approach
in developing positive musical self-image in children by music teachers should be
considered.
268
Furthermore, the 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
were of our concern. The research was conducted on 225 students of basic music schools,
aged between 10 and 16 (133 girls, 92 boys). The results indicate that the musical
self-image 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 and vice-versa. The musical self-image is not affected by age or 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 results
reveal that instrument and music theory teachers have a central role in developing musical
self-image of basic music school students. The later finding is by our opinion of a great
importance and requires some further systematic investigations. We are convinced that in
music schools more focus should be directed towards acknowledging and enhancing
socio-emotional factors of music education. We also believe that more strategic approach
in developing positive musical self-image in children by music teachers should be
considered.
268
