Page 47 - 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. 47
tinual practice (Predmetni program Muzička kultura za I, II, III, IV, V, VI, j. martinović bogojević ◆ musical creativity in primary school programmes for music education in montenegro and slovenia
VII, VIII i IX razred osnovne škole, 2017).5
The Montenegrin programme defines general goals related to musical as-
pects in the following way:
(The pupil) obtains musical literacy, including the rules of writing
music; links the knowledge acquired through music with other as-
pects of his/her life; shows understanding and appreciation of artistic
and aesthetic expression; researches possibilities for life-long active
participation in certain forms of music as an art. (Predmetni program
Muzička kultura za I, II, III, IV, V, VI, VII, VIII i IX razred osnovne
škole, 2017, p. 2)
The Slovenian programme specifies the general goals more precisely, mak-
ing them oriented more towards the musical and less to extra-musical aspects.
This implies:
Stimulation of musical experience and expression of music both
through musical activities and other media; participation in various
forms of musical activities, becoming acquainted with musical lit-
erature, artists and performers, and with legitimacy of the musical
language; development of musical abilities by work forms; develop-
ment of mutual exchanges and communication by musical language;
expression of musical experience by movement, visually or verbally.
(Program osnovna šola glasbena umetnost. Učni načrt, 2011, p. 5)
Both programmes emphasise the significance of education through appre-
ciation of music, development of a critical approach and connection of music
with everyday life.
Extra-musical goals are related to the development of problem-solving
competencies, critical thinking and decision-making abilities; development
of positive self-perception, self-motivation and independence; social interac-
tion; inter-cultural understanding and mutual respect by encounters with mu-
sic and musical tradition of various cultures (Predmetni program Muzička kul-
tura za I, II, III, IV, V, VI, VII, VIII i IX razred osnovne škole, 2017).
The general goals of the Slovenian programme include: development of
sensory intelligence as a point of departure for learning and sensory-social ma-
turity of children; awareness of the role of musical activities, such as techniques
for relaxation of body and mind (music therapy); association of music with
other arts. (Program osnovna šola glasbena umetnost. Učni načrt, 2011, p. 2)
As a resume of general goals of music teaching in Montenegro and Slove-
nia, we can conclude that they represent the multifold significance of music in
elementary education. The Programme for Music Culture (Predmetni program
Muzička kultura za I, II, III, IV, V, VI, VII, VIII i IX razred osnovne škole,
5 Course Programme Music Culture for 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th and 9th Primary School Gra-
des.
47
VII, VIII i IX razred osnovne škole, 2017).5
The Montenegrin programme defines general goals related to musical as-
pects in the following way:
(The pupil) obtains musical literacy, including the rules of writing
music; links the knowledge acquired through music with other as-
pects of his/her life; shows understanding and appreciation of artistic
and aesthetic expression; researches possibilities for life-long active
participation in certain forms of music as an art. (Predmetni program
Muzička kultura za I, II, III, IV, V, VI, VII, VIII i IX razred osnovne
škole, 2017, p. 2)
The Slovenian programme specifies the general goals more precisely, mak-
ing them oriented more towards the musical and less to extra-musical aspects.
This implies:
Stimulation of musical experience and expression of music both
through musical activities and other media; participation in various
forms of musical activities, becoming acquainted with musical lit-
erature, artists and performers, and with legitimacy of the musical
language; development of musical abilities by work forms; develop-
ment of mutual exchanges and communication by musical language;
expression of musical experience by movement, visually or verbally.
(Program osnovna šola glasbena umetnost. Učni načrt, 2011, p. 5)
Both programmes emphasise the significance of education through appre-
ciation of music, development of a critical approach and connection of music
with everyday life.
Extra-musical goals are related to the development of problem-solving
competencies, critical thinking and decision-making abilities; development
of positive self-perception, self-motivation and independence; social interac-
tion; inter-cultural understanding and mutual respect by encounters with mu-
sic and musical tradition of various cultures (Predmetni program Muzička kul-
tura za I, II, III, IV, V, VI, VII, VIII i IX razred osnovne škole, 2017).
The general goals of the Slovenian programme include: development of
sensory intelligence as a point of departure for learning and sensory-social ma-
turity of children; awareness of the role of musical activities, such as techniques
for relaxation of body and mind (music therapy); association of music with
other arts. (Program osnovna šola glasbena umetnost. Učni načrt, 2011, p. 2)
As a resume of general goals of music teaching in Montenegro and Slove-
nia, we can conclude that they represent the multifold significance of music in
elementary education. The Programme for Music Culture (Predmetni program
Muzička kultura za I, II, III, IV, V, VI, VII, VIII i IX razred osnovne škole,
5 Course Programme Music Culture for 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th and 9th Primary School Gra-
des.
47
