Page 59 - 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. 59
Sabina Vidulin, STRATEGIES FOR LISTENING TO MUSIC AND MUSIC APPRECIATION...
Sabina Vidulin
Muzièka akademija u Puli, Sveuèilište Jurja Dobrile u Puli
STRATEGIES FOR LISTENING TO MUSIC AND MUSIC APPRECIATION IN
COMPULSORY SCHOOL
Pregledni znanstveni èlanek/ Review Article
Abstract
The goal of this paper is to highlight the importance of listening to music in compulsory school.
Even this field is present in the Croatian curricula over sixty years, it is evident that it has a cognitive
implication because is oriented towards the recognition of musical elements. After the new reform
in 2019, listening to music shifts from the position of dominant activity to the one which is very
close to other activities, as singing, playing, and creativity. The intention of the author is to describe
new concepts and approaches of multimodal listening, music understanding and appreciation in
musical and wider context. The attention will be paid on: Listen to music with music making activity
(LMM model), cognitive-emotional (CE) approach and Stage – English language – Music (SEM)
concept.
Keywords: approaches for listening to music, compulsory school, interdisciplinarity, music
teaching, music understanding.
Izvleèek
Strategije poslušanja glasbe in razumevanja glasbe v obvezni šoli
Cilj prispevka je poudariti pomen poslušanja glasbe v obvezni šoli. Èeprav je to podroèje v hrvaških
uènih naèrtih zastopano e šestdeset let, ima razvidne kognitivne implikacije, ker je usmerjeno v
prepoznavanje glasbenih elementov. Poslušanje glasbe po novi reformi l. 2019 ni veè glavna
dejavnost, temveè se pribli a polo aju drugih dejavnosti, kot so petje, igranje in ustvarjanje.
Avtorica predstavlja nove koncepte in pristope k multimodalnem poslušanju in prepoznavanju in
vrednotenju glasbe v širšem kontekstu. Pozornost namenja poslušanju glasbe in ustvarjanju glasbe
(LMM model), kognitivno-èustvenemu pristopu (CE) in konceptu oder – angleški jezik – glasba
(SEM).
Kljuène besede: pristopi k poslušanju glasbe, obvezna šola, interdisciplinarnost, pouèevanje
glasbe, razumevanje glasbe
57
Sabina Vidulin
Muzièka akademija u Puli, Sveuèilište Jurja Dobrile u Puli
STRATEGIES FOR LISTENING TO MUSIC AND MUSIC APPRECIATION IN
COMPULSORY SCHOOL
Pregledni znanstveni èlanek/ Review Article
Abstract
The goal of this paper is to highlight the importance of listening to music in compulsory school.
Even this field is present in the Croatian curricula over sixty years, it is evident that it has a cognitive
implication because is oriented towards the recognition of musical elements. After the new reform
in 2019, listening to music shifts from the position of dominant activity to the one which is very
close to other activities, as singing, playing, and creativity. The intention of the author is to describe
new concepts and approaches of multimodal listening, music understanding and appreciation in
musical and wider context. The attention will be paid on: Listen to music with music making activity
(LMM model), cognitive-emotional (CE) approach and Stage – English language – Music (SEM)
concept.
Keywords: approaches for listening to music, compulsory school, interdisciplinarity, music
teaching, music understanding.
Izvleèek
Strategije poslušanja glasbe in razumevanja glasbe v obvezni šoli
Cilj prispevka je poudariti pomen poslušanja glasbe v obvezni šoli. Èeprav je to podroèje v hrvaških
uènih naèrtih zastopano e šestdeset let, ima razvidne kognitivne implikacije, ker je usmerjeno v
prepoznavanje glasbenih elementov. Poslušanje glasbe po novi reformi l. 2019 ni veè glavna
dejavnost, temveè se pribli a polo aju drugih dejavnosti, kot so petje, igranje in ustvarjanje.
Avtorica predstavlja nove koncepte in pristope k multimodalnem poslušanju in prepoznavanju in
vrednotenju glasbe v širšem kontekstu. Pozornost namenja poslušanju glasbe in ustvarjanju glasbe
(LMM model), kognitivno-èustvenemu pristopu (CE) in konceptu oder – angleški jezik – glasba
(SEM).
Kljuène besede: pristopi k poslušanju glasbe, obvezna šola, interdisciplinarnost, pouèevanje
glasbe, razumevanje glasbe
57
