Page 43 - Glasbenopedagoški zbornik Akademije za glasbo, letnik 16, zvezek 33 ◆ The Journal of Music Education of the Academy of Music in Ljubljana, year 16, issue 33
P. 43
ical creativity in primary school programmes
for music education in montenegro and slovenia
jelena martinović bogojević
University of Montenegro, Academy of Music
jelena.bo@ucg.ac.me
Abstract: Encouraging musical creativity in primary schools in Montenegro and Slove-
nia is determined by the course programs for music education, according to which music
teaching in two countries is realised through three musical activities: performing, listen-
ing and creating. The similarities between the two primary education systems are char-
acterised by the nine-year duration of primary school, which is divided into three three-
year cycles. Programme for the course Music Culture in Montenegro, dating from 2003,
has been developed in collaboration with Slovenian experts. Thus, creation, as an activi-
ty, was clearly defined and has been represented in all the revised and new programs that
followed. The aim of this paper was to analyse the representation of creation as an activ-
ity through which some of the important goals and learning outcomes are achieved in
both general primary education systems. The obtained results show that this activity is
more concretely represented in the Slovenian programme, and that a higher level of sys-
tematicity in its definition has been achieved. Comparative analysis can also serve as a
guideline for future improving the programmes and a clearer definition of what is meant
by musical creativity in the teaching of music in primary schools of two educational sys-
tems.
Key words: music education, primary school, musical creativity, course programmes,
Montenegro, Slovenia
glasbena ustvarjalnost v osnovnošolskih učnih načrtih
za glasbeno vzgojo v črni gori in sloveniji
Izvleček: Spodbujanje glasbene ustvarjalnosti v osnovnih šolah v Črni gori in Sloveniji do-
ločajo učni načrti za glasbeno vzgojo, po katerih poučevanje glasbe v dveh državah po-
teka s tremi glasbenimi dejavnostmi: izvajanjem, poslušanjem in ustvarjanjem. Za oba
osnovnošolska sistema je značilno devetletno trajanje osnovnih šol, ki je razdeljeno na tri
triletne cikle, in jih je mogoče povezati s prvimi reformami v Črni gori, ki so se naslanja-
le na »slovenski model«. Učni načrt iz leta 2003 je bil razvit v sodelovanju s slovenskimi
strokovnjaki. Tako je bilo ustvarjanje kot dejavnost jasno opredeljeno in od takrat zasto-
pano v vseh revidiranih in novih učnih načrtih. Cilj prispevka je bil analizirati aktualne
učne načrte za glasbeno izobraževanje v osnovnih šolah v obeh državah s poudarkom na
predstavitvi ustvarjanja kot dejavnosti, s katero se dosegajo pomembni cilji in učni izidi.
Rezultati kažejo, da je ta dejavnost konkretneje zastopana v slovenskem učnem načrtu
in da je v njeni opredelitvi v primerjavi s črnogorskim učnim načrtom dosežena višja ra-
ven sistematičnosti. Komparativna analiza je lahko tudi vodilo za izboljšanje učnih načr-
Pregledni znanstveni članek ◆ Review Article
https://doi.org/10.26493/2712-3987.16(33)43-57
for music education in montenegro and slovenia
jelena martinović bogojević
University of Montenegro, Academy of Music
jelena.bo@ucg.ac.me
Abstract: Encouraging musical creativity in primary schools in Montenegro and Slove-
nia is determined by the course programs for music education, according to which music
teaching in two countries is realised through three musical activities: performing, listen-
ing and creating. The similarities between the two primary education systems are char-
acterised by the nine-year duration of primary school, which is divided into three three-
year cycles. Programme for the course Music Culture in Montenegro, dating from 2003,
has been developed in collaboration with Slovenian experts. Thus, creation, as an activi-
ty, was clearly defined and has been represented in all the revised and new programs that
followed. The aim of this paper was to analyse the representation of creation as an activ-
ity through which some of the important goals and learning outcomes are achieved in
both general primary education systems. The obtained results show that this activity is
more concretely represented in the Slovenian programme, and that a higher level of sys-
tematicity in its definition has been achieved. Comparative analysis can also serve as a
guideline for future improving the programmes and a clearer definition of what is meant
by musical creativity in the teaching of music in primary schools of two educational sys-
tems.
Key words: music education, primary school, musical creativity, course programmes,
Montenegro, Slovenia
glasbena ustvarjalnost v osnovnošolskih učnih načrtih
za glasbeno vzgojo v črni gori in sloveniji
Izvleček: Spodbujanje glasbene ustvarjalnosti v osnovnih šolah v Črni gori in Sloveniji do-
ločajo učni načrti za glasbeno vzgojo, po katerih poučevanje glasbe v dveh državah po-
teka s tremi glasbenimi dejavnostmi: izvajanjem, poslušanjem in ustvarjanjem. Za oba
osnovnošolska sistema je značilno devetletno trajanje osnovnih šol, ki je razdeljeno na tri
triletne cikle, in jih je mogoče povezati s prvimi reformami v Črni gori, ki so se naslanja-
le na »slovenski model«. Učni načrt iz leta 2003 je bil razvit v sodelovanju s slovenskimi
strokovnjaki. Tako je bilo ustvarjanje kot dejavnost jasno opredeljeno in od takrat zasto-
pano v vseh revidiranih in novih učnih načrtih. Cilj prispevka je bil analizirati aktualne
učne načrte za glasbeno izobraževanje v osnovnih šolah v obeh državah s poudarkom na
predstavitvi ustvarjanja kot dejavnosti, s katero se dosegajo pomembni cilji in učni izidi.
Rezultati kažejo, da je ta dejavnost konkretneje zastopana v slovenskem učnem načrtu
in da je v njeni opredelitvi v primerjavi s črnogorskim učnim načrtom dosežena višja ra-
ven sistematičnosti. Komparativna analiza je lahko tudi vodilo za izboljšanje učnih načr-
Pregledni znanstveni članek ◆ Review Article
https://doi.org/10.26493/2712-3987.16(33)43-57
