Page 32 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Mostovi med formalnim in neformalnim glasbenim izobraževanjem, leto 15, zvezek 31 / Year 15, Issue 31, 2019
P. 32
SBENOPEDAGOŠKI ZBORNIK, 31. zvezek
program at that time. What can be seen from their answers is that they highly appreciate
the fact that they are volunteering in the program (without getting any grades):
I like the idea of trying to make the day beautiful for those who need it more and in
general I strongly support volunteer work of any kind. Both tears of joy and mutual
connecting we all love – we have to admit it to ourselves!
Participation in the program gave them motivation for implementation and further
development of ideas in their future work, as well as sharing stories in their local
communities:
It is my desire to spread this way of volunteering further. I have not tried yet, but I
plan to visit one of the associations from the town where I come from and make an
agreement with the director to cooperate, even if I have to tell stories only by
myself. I received the motivation for this at the expressive reading workshop where
I had the opportunity to participate this year.
If I’m going to work in school, I’ll definitely try to carry out extracurricular
activities of this type and I would like to continue working for such workshops for
adults, too. Honestly, I think it’s more necessary for grown-ups to hear the story
than for the kids.
Regarding the advantages and disadvantages of the program, one of the students said that
‘the whole program is synonymous for the advantage’. There were no detected
disadvantages, but the students noticed some needs for future work, which we tried to
cover last year by engaging professionals from the field of dramatic arts:
The advantage of working is certainly an experience in working with children. By
participating in such a project new ideas will be created in the future of future
teachers who will probably try to do something similar in their future workplace.
So far I can not remember the disadvantages. Maybe we need a few diction and
acting classes?
As we can see, what students appreciate the most in the program is the opportunity for
situated learning directly with the children with special needs:
The most valuable experience for me is working with children with special needs.
During the study, such work is rarely mentioned, and teachers meet with such
children for the first time on the spot. It’s a great deal to me because I met these
wonderful children and I’ve been able to see what their possibilities and
constraints are, and I have learned to adapt the program to them and give them
some happiness and joy.
I’m learning the most about real contact with children, their reactions and
behaviour. On the courses (except in Practice) this is the part that is missing, and
that is normal, it cannot be different. But it’s not bad to get that experience
somewhere else, like for example on our workshops.
The conclusions from the interviews were used as a reference point when thinking about
the further development of the program in the academic year 2018/2019, as well as in the
process of planning special workshops at universities.
30
program at that time. What can be seen from their answers is that they highly appreciate
the fact that they are volunteering in the program (without getting any grades):
I like the idea of trying to make the day beautiful for those who need it more and in
general I strongly support volunteer work of any kind. Both tears of joy and mutual
connecting we all love – we have to admit it to ourselves!
Participation in the program gave them motivation for implementation and further
development of ideas in their future work, as well as sharing stories in their local
communities:
It is my desire to spread this way of volunteering further. I have not tried yet, but I
plan to visit one of the associations from the town where I come from and make an
agreement with the director to cooperate, even if I have to tell stories only by
myself. I received the motivation for this at the expressive reading workshop where
I had the opportunity to participate this year.
If I’m going to work in school, I’ll definitely try to carry out extracurricular
activities of this type and I would like to continue working for such workshops for
adults, too. Honestly, I think it’s more necessary for grown-ups to hear the story
than for the kids.
Regarding the advantages and disadvantages of the program, one of the students said that
‘the whole program is synonymous for the advantage’. There were no detected
disadvantages, but the students noticed some needs for future work, which we tried to
cover last year by engaging professionals from the field of dramatic arts:
The advantage of working is certainly an experience in working with children. By
participating in such a project new ideas will be created in the future of future
teachers who will probably try to do something similar in their future workplace.
So far I can not remember the disadvantages. Maybe we need a few diction and
acting classes?
As we can see, what students appreciate the most in the program is the opportunity for
situated learning directly with the children with special needs:
The most valuable experience for me is working with children with special needs.
During the study, such work is rarely mentioned, and teachers meet with such
children for the first time on the spot. It’s a great deal to me because I met these
wonderful children and I’ve been able to see what their possibilities and
constraints are, and I have learned to adapt the program to them and give them
some happiness and joy.
I’m learning the most about real contact with children, their reactions and
behaviour. On the courses (except in Practice) this is the part that is missing, and
that is normal, it cannot be different. But it’s not bad to get that experience
somewhere else, like for example on our workshops.
The conclusions from the interviews were used as a reference point when thinking about
the further development of the program in the academic year 2018/2019, as well as in the
process of planning special workshops at universities.
30
