Page 61 - 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. 61
Sabina Vidulin, STRATEGIES FOR LISTENING TO MUSIC AND MUSIC APPRECIATION...
of compulsory school, and 7th only for certain subjects) continue to work according to the
experimental program, while only the new 1st and 5th grades are included into the school
reform program. It is highlighted that teaching should be open, tailored to students’
interests and abilities, integrative and interdisciplinary, and teachers are given the
possibility to freely create the teaching process and apply different teaching methods. This
is not a novelty of the current reform, as we find the same focus in the Croatian National
Education Standard, according to which the Nastavni plan i program [Teaching plan and
program] (2006) was created.
Although reforms are a very important segment of progress and a way to achieve a modern
school, it is important to note that written documents are not the one that will encourage a
teacher to become creative and innovative. Besides numerous consultations, seminars,
round tables, workshops and practical models, with the goal that the new curriculum
become operative, it is necessary for teachers to understand the importance of creating a
contemporary school. It implies encouraging the students’ independence and creativity,
enabling them to acquire knowledge, develop skills and critical thinking, affecting their
overall intellectual, but also emotional and social development.
The role of listening to and understanding music in the new curriculum
Listening to and understanding music is present in all cycles of compulsory school, that is,
in the first cycle that covers the first and second grades, the second that covers the third,
fourth and fifth grades, and in the third cycle (sixth, seventh, and eighth grades). In the
three proposed domains, listening and learning about music are within domain A. “The
starting point of Domain A is to learn about music using audio and video, and direct
students’ encounter with music. By active listening to music, students will become
acquainted with music of different types, styles and genres, acquire knowledge of musical
components and different levels of music organization, and experience, learn, understand
and evaluate music.” (Subject Curriculum, 2019, 6).
Auditory experience is the primary experience of a child, so most of the music lessons are
based on an auditory experience: the song is first listened to in order to be interpreted; to
play a song, students have to listen to it first; to encourage their creativity, listening to
different models has to be performed first, etc.
Music is heard repeatedly, actively and analytically, theoretically and musicologically.
Getting to know music by visiting theaters is also encouraged. According to the Subject
Curriculum (2019), listening to music introduces the components of music, the principles
of the organization of a musical work (musical forms, types of music), the characteristics
of musical works, and different traditional cultures and subcultures. “Listening to and
learning about music provides many opportunities for aesthetic students’ upbringing. In
doing so, the music work becomes one of the goals of teaching music and introduced to its
value. Musicological contents are introduced by listening to a piece of music. (…)
Considering the age of the students, attention must be given to the duration and character
of the art works. (…) Students should be introduced to musical works of different periods,
styles, types and genres, in order to establish value standards for the aesthetic and critical
experience of music and to develop musical taste. It is of particular importance to have an
59
of compulsory school, and 7th only for certain subjects) continue to work according to the
experimental program, while only the new 1st and 5th grades are included into the school
reform program. It is highlighted that teaching should be open, tailored to students’
interests and abilities, integrative and interdisciplinary, and teachers are given the
possibility to freely create the teaching process and apply different teaching methods. This
is not a novelty of the current reform, as we find the same focus in the Croatian National
Education Standard, according to which the Nastavni plan i program [Teaching plan and
program] (2006) was created.
Although reforms are a very important segment of progress and a way to achieve a modern
school, it is important to note that written documents are not the one that will encourage a
teacher to become creative and innovative. Besides numerous consultations, seminars,
round tables, workshops and practical models, with the goal that the new curriculum
become operative, it is necessary for teachers to understand the importance of creating a
contemporary school. It implies encouraging the students’ independence and creativity,
enabling them to acquire knowledge, develop skills and critical thinking, affecting their
overall intellectual, but also emotional and social development.
The role of listening to and understanding music in the new curriculum
Listening to and understanding music is present in all cycles of compulsory school, that is,
in the first cycle that covers the first and second grades, the second that covers the third,
fourth and fifth grades, and in the third cycle (sixth, seventh, and eighth grades). In the
three proposed domains, listening and learning about music are within domain A. “The
starting point of Domain A is to learn about music using audio and video, and direct
students’ encounter with music. By active listening to music, students will become
acquainted with music of different types, styles and genres, acquire knowledge of musical
components and different levels of music organization, and experience, learn, understand
and evaluate music.” (Subject Curriculum, 2019, 6).
Auditory experience is the primary experience of a child, so most of the music lessons are
based on an auditory experience: the song is first listened to in order to be interpreted; to
play a song, students have to listen to it first; to encourage their creativity, listening to
different models has to be performed first, etc.
Music is heard repeatedly, actively and analytically, theoretically and musicologically.
Getting to know music by visiting theaters is also encouraged. According to the Subject
Curriculum (2019), listening to music introduces the components of music, the principles
of the organization of a musical work (musical forms, types of music), the characteristics
of musical works, and different traditional cultures and subcultures. “Listening to and
learning about music provides many opportunities for aesthetic students’ upbringing. In
doing so, the music work becomes one of the goals of teaching music and introduced to its
value. Musicological contents are introduced by listening to a piece of music. (…)
Considering the age of the students, attention must be given to the duration and character
of the art works. (…) Students should be introduced to musical works of different periods,
styles, types and genres, in order to establish value standards for the aesthetic and critical
experience of music and to develop musical taste. It is of particular importance to have an
59
