Page 62 - 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. 62
SBENOPEDAGOŠKI ZBORNIK, 31. zvezek
immediate encounter with music in an authentic environment and to make it available to
students as much as possible.” (Subject Curriculum, 2019, 73)
When evaluating students, it is significant to evaluate what is possible to assess, and what
is not related to the student’s performing skills. The perception and differentiation of
musical and expressive components such as tempo, pulse, meter and rhythm, pitch and
melody, dynamics, timbre, organization, mood and character, composition and composer
names, different types of music and music-stylistic periods, directions and genres are
evaluated. The novelty is also a personal review of the musical experience in written or
oral form. “In music teaching, the teacher also takes into account the hidden effects of
music teaching, i.e. the relationship to the subject, or music. Therefore, in teaching music,
the teacher evaluates and takes into account student visits to theater and concerts,
participation in music projects, monitoring of television, radio and internet music
programs, etc.” (Subject Curriculum, 2019, 79).
The perception and differentiation of musical-expressive components and auditory
identification are gradually upgraded through the educational cycles. The teacher can
independently choose music works to listen to appropriate to the age of the student. It is
advisable for the student to attend at least one music-cultural event with the teacher, which
is a novelty over previous curricula.
As an example, we will list the contents and outcomes for the fifth grade of compulsory
school, which is the end of the second educational cycle. In the fifth grade, three to ten art
works of different kinds of music (short fragments or complete) should be introduced:
artistic, traditional, popular, jazz, film music. For shorter art works, full listening is
required, and repeated listening is recommended, as it will encourage students to
remember the art work and the composer. In terms of content, fifth grade students should
distinguish between timbres, types, performing role of singing voices, as well as
distinguish between deep, medium high and high male and female singing voices in solo
and group performances. According to the Subject Curriculum (2019, 30) “... students are
expected to distinguish between types of singing voices (female, male, children’s), show
knowledge regarding musical terminology (soprano, mezzo-soprano, alt, tenor, baritone,
bass) and types of choirs.”
Furthermore, students need to distinguish between the sound and appearance of string and
plucked instruments, observe their performance role, distinguish between bands and
orchestras. Fragments of the song or shorter complete music works are listened to. On the
basis of listening to music, they should distinguish between vocal, instrumental and
vocal-instrumental music and different vocal, instrumental and vocal-instrumental works,
as well as basic musical forms (two-part form, strophic form, three-part form, music
period).
Comparing the new curriculum with the most recent curriculum from 2006, it can be
concluded that, mainly, the objective, approach and concept of music listening, and most
of its contents have remained the same. The standard way of listening to and
understanding music is oriented on repeatedly listening to smaller parts or a whole. It is
encouraged by the analytical tasks that lead to synthesis. By observing, analyzing and
critically evaluating musical components, students get to know and understand musical
60
immediate encounter with music in an authentic environment and to make it available to
students as much as possible.” (Subject Curriculum, 2019, 73)
When evaluating students, it is significant to evaluate what is possible to assess, and what
is not related to the student’s performing skills. The perception and differentiation of
musical and expressive components such as tempo, pulse, meter and rhythm, pitch and
melody, dynamics, timbre, organization, mood and character, composition and composer
names, different types of music and music-stylistic periods, directions and genres are
evaluated. The novelty is also a personal review of the musical experience in written or
oral form. “In music teaching, the teacher also takes into account the hidden effects of
music teaching, i.e. the relationship to the subject, or music. Therefore, in teaching music,
the teacher evaluates and takes into account student visits to theater and concerts,
participation in music projects, monitoring of television, radio and internet music
programs, etc.” (Subject Curriculum, 2019, 79).
The perception and differentiation of musical-expressive components and auditory
identification are gradually upgraded through the educational cycles. The teacher can
independently choose music works to listen to appropriate to the age of the student. It is
advisable for the student to attend at least one music-cultural event with the teacher, which
is a novelty over previous curricula.
As an example, we will list the contents and outcomes for the fifth grade of compulsory
school, which is the end of the second educational cycle. In the fifth grade, three to ten art
works of different kinds of music (short fragments or complete) should be introduced:
artistic, traditional, popular, jazz, film music. For shorter art works, full listening is
required, and repeated listening is recommended, as it will encourage students to
remember the art work and the composer. In terms of content, fifth grade students should
distinguish between timbres, types, performing role of singing voices, as well as
distinguish between deep, medium high and high male and female singing voices in solo
and group performances. According to the Subject Curriculum (2019, 30) “... students are
expected to distinguish between types of singing voices (female, male, children’s), show
knowledge regarding musical terminology (soprano, mezzo-soprano, alt, tenor, baritone,
bass) and types of choirs.”
Furthermore, students need to distinguish between the sound and appearance of string and
plucked instruments, observe their performance role, distinguish between bands and
orchestras. Fragments of the song or shorter complete music works are listened to. On the
basis of listening to music, they should distinguish between vocal, instrumental and
vocal-instrumental music and different vocal, instrumental and vocal-instrumental works,
as well as basic musical forms (two-part form, strophic form, three-part form, music
period).
Comparing the new curriculum with the most recent curriculum from 2006, it can be
concluded that, mainly, the objective, approach and concept of music listening, and most
of its contents have remained the same. The standard way of listening to and
understanding music is oriented on repeatedly listening to smaller parts or a whole. It is
encouraged by the analytical tasks that lead to synthesis. By observing, analyzing and
critically evaluating musical components, students get to know and understand musical
60
