Page 80 - 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. 80
SBENOPEDAGOŠKI ZBORNIK, 31. zvezek
I reflect, I try to assess how much I have achieved of the outcomes, analyze the
results of dictation, I reflect in what aspect I have progressed during the previous
lesson, what could be improved, briefly - I summarize the total course of the lesson.
I always think about and write down the outcomes and other situations in order to
know what needs to be changed and improved.
Although teachers declare that they are systematically conducting self-assessment, none
of the teachers emphasized the specific method of self-monitoring and self-evaluation,
such critical friendship or evaluation questionnaires in which students express their
overall satisfaction with classes, parts of the teaching process, atmosphere, etc.
Jurèiæ (2012) states that a competent teacher analytically addresses his or her teaching. He
does not remain at one level of acquired knowledge, skills, values, and achieved
motivation, but he also critically looks beyond his professional, pedagogical and didactic
efficiency and overall success in the education process.
Conclusion
Solfeggio is a subject fully realized on the principles of an open curriculum model.
Teachers, on the basis of their competences, select the activities and the manner of content
implementation, aimed at the development of musical knowledge and students’ abilities
and understanding of fundamental music parameters. In addition to building musical
knowledge and abilities, the teacher’s competence is reflected in numerous pedagogical
dimensions related to motivating students, nurturing their values system, forming
opinions and attitudes, creativity, developing self-esteem, and ultimately in the overall
development of young musicians.
From the results of the research it is obvious that the solfeggio teachers perceive their
competences primarily through the professional dimension, and after that through the
aspects of pedagogical competences. Dominant orientation towards professional
competences is evident in all teacher responses. When determining the purpose of the
lessons, teachers are oriented towards education tasks aimed at teaching intonation skills
and learning the music metalanguage. There is obvious orientation towards the traditional
methods, based on teaching methods used by teachers’ solfeggio teachers during the
academies. The elements of the traditional curriculum are visible in the insufficient
involvement of the students in planning and implementing solfeggio classes. In their
responses teachers reveal their unwillingness to succumb to the idea of collaborative
relationship between students and teachers in planning the specific activities. They also
emphasize the need to establish discipline in the classroom, so the students could focus
better on the given tasks.
When evaluating their teaching competences, teachers emphasize professional
competences as the most important. They conclude that after completing their studies,
they felt professionally competent for the challenges that await every solfeggio teacher,
but the small number of pedagogical practice led to insecurity in terms of their
pedagogical and didactic competences. They mention they continuously improve and
78
I reflect, I try to assess how much I have achieved of the outcomes, analyze the
results of dictation, I reflect in what aspect I have progressed during the previous
lesson, what could be improved, briefly - I summarize the total course of the lesson.
I always think about and write down the outcomes and other situations in order to
know what needs to be changed and improved.
Although teachers declare that they are systematically conducting self-assessment, none
of the teachers emphasized the specific method of self-monitoring and self-evaluation,
such critical friendship or evaluation questionnaires in which students express their
overall satisfaction with classes, parts of the teaching process, atmosphere, etc.
Jurèiæ (2012) states that a competent teacher analytically addresses his or her teaching. He
does not remain at one level of acquired knowledge, skills, values, and achieved
motivation, but he also critically looks beyond his professional, pedagogical and didactic
efficiency and overall success in the education process.
Conclusion
Solfeggio is a subject fully realized on the principles of an open curriculum model.
Teachers, on the basis of their competences, select the activities and the manner of content
implementation, aimed at the development of musical knowledge and students’ abilities
and understanding of fundamental music parameters. In addition to building musical
knowledge and abilities, the teacher’s competence is reflected in numerous pedagogical
dimensions related to motivating students, nurturing their values system, forming
opinions and attitudes, creativity, developing self-esteem, and ultimately in the overall
development of young musicians.
From the results of the research it is obvious that the solfeggio teachers perceive their
competences primarily through the professional dimension, and after that through the
aspects of pedagogical competences. Dominant orientation towards professional
competences is evident in all teacher responses. When determining the purpose of the
lessons, teachers are oriented towards education tasks aimed at teaching intonation skills
and learning the music metalanguage. There is obvious orientation towards the traditional
methods, based on teaching methods used by teachers’ solfeggio teachers during the
academies. The elements of the traditional curriculum are visible in the insufficient
involvement of the students in planning and implementing solfeggio classes. In their
responses teachers reveal their unwillingness to succumb to the idea of collaborative
relationship between students and teachers in planning the specific activities. They also
emphasize the need to establish discipline in the classroom, so the students could focus
better on the given tasks.
When evaluating their teaching competences, teachers emphasize professional
competences as the most important. They conclude that after completing their studies,
they felt professionally competent for the challenges that await every solfeggio teacher,
but the small number of pedagogical practice led to insecurity in terms of their
pedagogical and didactic competences. They mention they continuously improve and
78
