Page 7 - 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. 7
Katarina Habe, ŠTUDENTSKI INOVATIVNI PROJEKTI (ŠIPK)...
Katarina Habe
Univerza v Ljubljani, Akademija za glasbo
ŠTUDENTSKI INOVATIVNI PROJEKTI (ŠIPK) – OBLIKA NEFORMALNEGA
PRIDOBIVANJA POKLICNIH KOMPETENC NA VISOKOŠOLSKI RAVNI
Kratki znanstveni prispevek / Short Scientific Article
Izvleèek
Namen raziskave je bil preuèiti pridobljene kompetence 17 študentov razliènih študijskih smeri v
okviru dveh študentskih inovativnih projektov (ŠIPK). Prvi projekt IGDP – Inovativni
glasbenodidaktièni pristopi z elementi glasbene terapije za delo z otroki in mladostniki s èustvenimi
in vedenjskimi te avami smo izvedli v sodelovanju z Inštitutom Knoll za glasbeno terapijo in
supervizijo, drugi projekt, GIMAS - Glasbeno izobra evanje otrok/mladostnikov z motnjami
avtistiènega spektra, pa smo izvedli v sodelovanju z Glasbenim centrom DO RE MI. Rezultati so
pokazali, da so študenti veèinoma poroèali o oblikovanju naslednjih kompetenc: interdisciplinarno
sodelovanje, fleksibilna uporaba teoretiènega znanja v konkretnih situacijah, pridobivanje
avtonomije in obèutljivosti za delo z razliènimi skupinami ljudi, ravnanje v najrazliènejših socialnih
situacijah.
Kljuène besede: Študentski inovativni projekti (ŠIPK), neformalno izobra evanje, poklicne
kompetence, uèenci s posebnimi potrebami, glasbene dejavnosti
Abstract
Students’ Inovative Projects (ŠIPK) - A Form of Non-formal Acquisition of Professional
Competences at Higher Education
The aim of our study was to explore gained competences of 17 students of different fields of study as
a result of participating in the two students’ innovative projects (ŠIPK). The first project IGDP –
Innovative music-didactical approaches with elements of music therapy with children with
emotional and behavioral difficulties was conducted in collaboration with Institut Knoll for music
therapy and supervision, and the second project GIMAS – music education of the children with
autism spectrum disorders was conducted with Music Center DO RE MI. The results show that
students mainly reported about shaping the following competences: interdisciplinary collaboration,
flexible use of theoretical knowledge in concrete situations, gaining autonomy and sensibility for
working with different groups of people and dealing with diverse social situations.
Keywords: Students’ Inovative Projects (ŠIPK), non-formal learning, professional competences,
children with special needs, music activities
5
Katarina Habe
Univerza v Ljubljani, Akademija za glasbo
ŠTUDENTSKI INOVATIVNI PROJEKTI (ŠIPK) – OBLIKA NEFORMALNEGA
PRIDOBIVANJA POKLICNIH KOMPETENC NA VISOKOŠOLSKI RAVNI
Kratki znanstveni prispevek / Short Scientific Article
Izvleèek
Namen raziskave je bil preuèiti pridobljene kompetence 17 študentov razliènih študijskih smeri v
okviru dveh študentskih inovativnih projektov (ŠIPK). Prvi projekt IGDP – Inovativni
glasbenodidaktièni pristopi z elementi glasbene terapije za delo z otroki in mladostniki s èustvenimi
in vedenjskimi te avami smo izvedli v sodelovanju z Inštitutom Knoll za glasbeno terapijo in
supervizijo, drugi projekt, GIMAS - Glasbeno izobra evanje otrok/mladostnikov z motnjami
avtistiènega spektra, pa smo izvedli v sodelovanju z Glasbenim centrom DO RE MI. Rezultati so
pokazali, da so študenti veèinoma poroèali o oblikovanju naslednjih kompetenc: interdisciplinarno
sodelovanje, fleksibilna uporaba teoretiènega znanja v konkretnih situacijah, pridobivanje
avtonomije in obèutljivosti za delo z razliènimi skupinami ljudi, ravnanje v najrazliènejših socialnih
situacijah.
Kljuène besede: Študentski inovativni projekti (ŠIPK), neformalno izobra evanje, poklicne
kompetence, uèenci s posebnimi potrebami, glasbene dejavnosti
Abstract
Students’ Inovative Projects (ŠIPK) - A Form of Non-formal Acquisition of Professional
Competences at Higher Education
The aim of our study was to explore gained competences of 17 students of different fields of study as
a result of participating in the two students’ innovative projects (ŠIPK). The first project IGDP –
Innovative music-didactical approaches with elements of music therapy with children with
emotional and behavioral difficulties was conducted in collaboration with Institut Knoll for music
therapy and supervision, and the second project GIMAS – music education of the children with
autism spectrum disorders was conducted with Music Center DO RE MI. The results show that
students mainly reported about shaping the following competences: interdisciplinary collaboration,
flexible use of theoretical knowledge in concrete situations, gaining autonomy and sensibility for
working with different groups of people and dealing with diverse social situations.
Keywords: Students’ Inovative Projects (ŠIPK), non-formal learning, professional competences,
children with special needs, music activities
5
