Page 309 - 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. 309
Jelena Martinoviæ Bogojeviæ, VIEWS ON THE ELEMENTARY MUSIC EDUCATION ...
connecting of acquired knowledge at instrument classes. In accordance with operational
objectives of the curriculum, the course Music Science has a similar concept: beside
elements of solfeggio, the students also perform and interpret examples from music
literature, they create, they listen to the music analytically, and learn by adopting,
understanding and using the music theory knowledge and skills (Curriculum, 2009).
Reforms of the music education system followed the general education reform that was
initiated in 2000, during which the international cooperation and professional support was
also achieved with the Republic of Slovenia with a general education system that served as
a model for introducing a nine year elementary school. A necessity to bring the nine year
elementary school into harmony with the elementary music school was one of the reasons
for current reforms of music education. Bureau for Education Services of Montenegro as
an institution responsible for development of curricula started this initiative. Proposal of
the new syllabus for elementary music schools and elementary ballet schools was adopted
on April 13, 2007.
Curriculum for Elementary Music Schools and Comparison with the Curriculum in
the Republic of Slovenia
Curriculum for the elementary music schools is still a subject of discussion among music
pedagogues. Its revision is ongoing, in order to complete the reform process by adopting
new curricula which was supposed to be done by the beginning of the academic year
2016/2017. The syllabus is presented in the table below.
309
connecting of acquired knowledge at instrument classes. In accordance with operational
objectives of the curriculum, the course Music Science has a similar concept: beside
elements of solfeggio, the students also perform and interpret examples from music
literature, they create, they listen to the music analytically, and learn by adopting,
understanding and using the music theory knowledge and skills (Curriculum, 2009).
Reforms of the music education system followed the general education reform that was
initiated in 2000, during which the international cooperation and professional support was
also achieved with the Republic of Slovenia with a general education system that served as
a model for introducing a nine year elementary school. A necessity to bring the nine year
elementary school into harmony with the elementary music school was one of the reasons
for current reforms of music education. Bureau for Education Services of Montenegro as
an institution responsible for development of curricula started this initiative. Proposal of
the new syllabus for elementary music schools and elementary ballet schools was adopted
on April 13, 2007.
Curriculum for Elementary Music Schools and Comparison with the Curriculum in
the Republic of Slovenia
Curriculum for the elementary music schools is still a subject of discussion among music
pedagogues. Its revision is ongoing, in order to complete the reform process by adopting
new curricula which was supposed to be done by the beginning of the academic year
2016/2017. The syllabus is presented in the table below.
309
