Page 46 - 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. 46
sbenopedagoški zbornik ◆ letnik 16 ◆ številka 33 the difference is negligible, as music is present in both systems with 35 lessons,
except in the ninth grade with the annual lesson number of 32 in Slovenia and
31 in Montenegro. By comparing the total number of lessons of music as oblig-
atory subject during all nine primary school grades, it is clear that pupils in Slo-
venia have 141 lessons more than pupils in Montenegro.
The latest reform of primary education completed in Montenegro in 2017,
which, with its revision of previous programmes, decreased the total number
of lessons by 10% at the primary school level, resulting in the negative trend of
reduction of class load for the subject Music Culture, i.e. the fourth and fifth
grade saw the decrease by 50%.
In Montenegro, since 2019/2020 school year, pupils of the third three-year
cycle have had a choice of an optional subject named Music Workshop/Muzič-
ka radionica (Course Programme Music Workshop/Predmetni program Muzič-
ka radionica, 2019), dominantly oriented towards musical creativity, with one
lesson per week. In Slovenia, pupils in the third three-year cycle can choose op-
tional music subjects, with 2 or 3 lessons per week.4
The Montenegrin programme lists choir and orchestra as obligatory les-
sons, provided pupils pass the musical ear check. It recommends that special
attention should be given to musically gifted pupils and, also, to pupils attend-
ing music school, in order to encourage and maximise their musical potential.
The planned number of lessons includes two lessons of choir or orchestra week-
ly. The lessons are noted in class register as obligatory, forming part of a for-
ty-hour working week for teachers, which means that they are not counted as
weekly class loads, by contrast to Slovenia, where choir lessons represent a part
of the class load and are, thereby, more highly valued.
general goals of the course
General goals of courses Music Culture (ME) and Music Education (SI) re-
fer both to the musical and extra-musical goals/outcomes, by which music be-
comes a tool for development of emotional intelligence, as a founding prin-
ciple for learning and emotional-social maturity of children. Music helps
develop aesthetic criteria, critical thinking, appreciation of music, meaningful
use of modern technologies (Program osnovna šola glasbena umetnost. Učni
načrt, 2011); problem-solving competencies, decision-making ability, a positive
self-perception, self-awareness and autonomy, work discipline during partic-
ipation in practical musical tasks, which demand a high degree of focus and
4 See: https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Osnovna-sola/Ucni-nacr-
ti.
46
except in the ninth grade with the annual lesson number of 32 in Slovenia and
31 in Montenegro. By comparing the total number of lessons of music as oblig-
atory subject during all nine primary school grades, it is clear that pupils in Slo-
venia have 141 lessons more than pupils in Montenegro.
The latest reform of primary education completed in Montenegro in 2017,
which, with its revision of previous programmes, decreased the total number
of lessons by 10% at the primary school level, resulting in the negative trend of
reduction of class load for the subject Music Culture, i.e. the fourth and fifth
grade saw the decrease by 50%.
In Montenegro, since 2019/2020 school year, pupils of the third three-year
cycle have had a choice of an optional subject named Music Workshop/Muzič-
ka radionica (Course Programme Music Workshop/Predmetni program Muzič-
ka radionica, 2019), dominantly oriented towards musical creativity, with one
lesson per week. In Slovenia, pupils in the third three-year cycle can choose op-
tional music subjects, with 2 or 3 lessons per week.4
The Montenegrin programme lists choir and orchestra as obligatory les-
sons, provided pupils pass the musical ear check. It recommends that special
attention should be given to musically gifted pupils and, also, to pupils attend-
ing music school, in order to encourage and maximise their musical potential.
The planned number of lessons includes two lessons of choir or orchestra week-
ly. The lessons are noted in class register as obligatory, forming part of a for-
ty-hour working week for teachers, which means that they are not counted as
weekly class loads, by contrast to Slovenia, where choir lessons represent a part
of the class load and are, thereby, more highly valued.
general goals of the course
General goals of courses Music Culture (ME) and Music Education (SI) re-
fer both to the musical and extra-musical goals/outcomes, by which music be-
comes a tool for development of emotional intelligence, as a founding prin-
ciple for learning and emotional-social maturity of children. Music helps
develop aesthetic criteria, critical thinking, appreciation of music, meaningful
use of modern technologies (Program osnovna šola glasbena umetnost. Učni
načrt, 2011); problem-solving competencies, decision-making ability, a positive
self-perception, self-awareness and autonomy, work discipline during partic-
ipation in practical musical tasks, which demand a high degree of focus and
4 See: https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Osnovna-sola/Ucni-nacr-
ti.
46
