Page 58 - 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. 58
SBENOPEDAGOŠKI ZBORNIK, 31. zvezek
Summary
Students from various secondary schools and with a wide range of musical knowledge and
experience enter the Preschool Education study programme at University of Primorska,
Faculty of Education. The initial teacher education practice indicates the need to
differentiate and to individualize music education in relation to musical literacy of adults.
With and aim to provide students’ optimal development in musical literacy, we wanted to
get an insight about their musical abilities and experience and their need for support in
developing musical literacy during the initial teacher education at the faculty.
The study included 122 first year Preschool Education students. The majority of
respondents completed their secondary education at the specialised secondary school for
preschool teachers. Nearly half of the students have never been enrolled in any form of
formal music education. Data were gathered via questionnaire and processed on the level
of descriptive and inferential statistics.
The results indicate that students most often listen to music and sing. In general, they
assess their musical abilities as rather low. The lowest scores were obtained by the
students who had competed high school programmes and other (vocational) secondary
programmes. The highest scores were shown by the students who had completed
specialised secondary school programme for preschool teachers and the ones who have
participated in (various forms of) formal musical education. In general, the highest scores
were obtained in being able to read musical scores. The highest level of support will be
needed in playing the instruments, conducting, developing vocal technique and in creating
music.
The results show that the individualisation of music education is absolutely needed within
the initial teacher education. In addition to continuing music education in the vertical of
secondary school education and formal music education, it is necessary to promote
non-formal and informal music education as a form of lifelong learning and ensuring the
continuity in musical development of the adults. More attention should be paid to informal
music education, with an emphasis on interactive virtual environments which allow
authentic musical experiences of listening and creating music. Also, higher education
didactic should develop in the direction of linking non-formal and informal forms of
music teaching and learning.
56
Summary
Students from various secondary schools and with a wide range of musical knowledge and
experience enter the Preschool Education study programme at University of Primorska,
Faculty of Education. The initial teacher education practice indicates the need to
differentiate and to individualize music education in relation to musical literacy of adults.
With and aim to provide students’ optimal development in musical literacy, we wanted to
get an insight about their musical abilities and experience and their need for support in
developing musical literacy during the initial teacher education at the faculty.
The study included 122 first year Preschool Education students. The majority of
respondents completed their secondary education at the specialised secondary school for
preschool teachers. Nearly half of the students have never been enrolled in any form of
formal music education. Data were gathered via questionnaire and processed on the level
of descriptive and inferential statistics.
The results indicate that students most often listen to music and sing. In general, they
assess their musical abilities as rather low. The lowest scores were obtained by the
students who had competed high school programmes and other (vocational) secondary
programmes. The highest scores were shown by the students who had completed
specialised secondary school programme for preschool teachers and the ones who have
participated in (various forms of) formal musical education. In general, the highest scores
were obtained in being able to read musical scores. The highest level of support will be
needed in playing the instruments, conducting, developing vocal technique and in creating
music.
The results show that the individualisation of music education is absolutely needed within
the initial teacher education. In addition to continuing music education in the vertical of
secondary school education and formal music education, it is necessary to promote
non-formal and informal music education as a form of lifelong learning and ensuring the
continuity in musical development of the adults. More attention should be paid to informal
music education, with an emphasis on interactive virtual environments which allow
authentic musical experiences of listening and creating music. Also, higher education
didactic should develop in the direction of linking non-formal and informal forms of
music teaching and learning.
56
