Page 338 - 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. 338
SBENOPEDAGOŠKI ZBORNIK, 25. zvezek
Splošni gravitacijski zakon. https://sl.wikipedia.org/wiki/Splošni_gravitacijski_zakon
(14. 12. 2016)
Schiller, C., Motion Mountain, www.motionmountain.net, str. 28 (1. 12. 2016)
Susskind, Leonard. 2009. The Black Hole War. USA: Hachette Book Group.
https://sl.wikiquote.org/wiki/Glasba (2.12. 2016).
The Soul of Man under socialism.
http://en.wikipedia.org/wiki/The_Soul_of_Man_under_Socialism (6. 3. 2014).
The soul of man under socialism - Oscar Wilde.
http://libcom.org/library/soul-of-man-under-socialism-oscar-wilde (6. 3. 2014).
i ek, S. 2010. First as Tragedy, Then as Farce.
http://www.youtube.com/watch?v=cvakA-DF6Hc (20. 3. 2014).
Summary
The lecture deals with the need of integrating the student’s mental layer into the learning
process. Craft-oriented teaching of musical instruments can easily elude every connection
with mental layers. Its purpose is to provide the command of a musical instrument (or in
the case of the dance, the body), with the help of differently effective practice methods.
The student’s creativity has its place only at the end of the learning process; however, only
rare students achieve such mastery. Most students cannot even sense the sheer complexity
of music, as they leave the learning process too soon. An important mission of music
education, which is pointed out in the curriculum, is to encourage the development of the
student’s thinking on the material world of music. Today, the criteria for evaluating the
success of students in music schools are again under consideration. In other words: should
we consider and evaluate only the result of the final examination or should we also
consider the process that brought to the results and (also) the mental achievement of the
student during the process. Taking into consideration the mental layers of a student is a
challenge for the traditional learning process and the teachers alike; yet, it is vital for
encouraging any type of creativity–which will later form a material image and expression
in the material world; thus, which will be realized.
338
Splošni gravitacijski zakon. https://sl.wikipedia.org/wiki/Splošni_gravitacijski_zakon
(14. 12. 2016)
Schiller, C., Motion Mountain, www.motionmountain.net, str. 28 (1. 12. 2016)
Susskind, Leonard. 2009. The Black Hole War. USA: Hachette Book Group.
https://sl.wikiquote.org/wiki/Glasba (2.12. 2016).
The Soul of Man under socialism.
http://en.wikipedia.org/wiki/The_Soul_of_Man_under_Socialism (6. 3. 2014).
The soul of man under socialism - Oscar Wilde.
http://libcom.org/library/soul-of-man-under-socialism-oscar-wilde (6. 3. 2014).
i ek, S. 2010. First as Tragedy, Then as Farce.
http://www.youtube.com/watch?v=cvakA-DF6Hc (20. 3. 2014).
Summary
The lecture deals with the need of integrating the student’s mental layer into the learning
process. Craft-oriented teaching of musical instruments can easily elude every connection
with mental layers. Its purpose is to provide the command of a musical instrument (or in
the case of the dance, the body), with the help of differently effective practice methods.
The student’s creativity has its place only at the end of the learning process; however, only
rare students achieve such mastery. Most students cannot even sense the sheer complexity
of music, as they leave the learning process too soon. An important mission of music
education, which is pointed out in the curriculum, is to encourage the development of the
student’s thinking on the material world of music. Today, the criteria for evaluating the
success of students in music schools are again under consideration. In other words: should
we consider and evaluate only the result of the final examination or should we also
consider the process that brought to the results and (also) the mental achievement of the
student during the process. Taking into consideration the mental layers of a student is a
challenge for the traditional learning process and the teachers alike; yet, it is vital for
encouraging any type of creativity–which will later form a material image and expression
in the material world; thus, which will be realized.
338
