Page 48 - 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. 48
sbenopedagoški zbornik ◆ letnik 16 ◆ številka 33 2017) resulted from the latest reform of primary education. This reform led the
teaching process to being more focused on educational and learning outcomes,
as well as on activities and didactic recommendations for their achievement.
The Slovenian programme offers operational goals, which are equivalent to
learning outcomes in the Montenegrin programme. The operational goals re-
fer to the three activities separately, which make them more concrete than the
learning outcomes and activities as specified in the Montenegrin programme.
comparative analysis of creation as an activity in course
programmes
The following table shows learning outcomes and activities related to musi-
cal creativity in the first cycle of nine-year primary school general education in
Montenegro (ME).
Table 2: Learning outcomes and activities related to musical creativity for the first cycle
(1st, 2nd and 3rd grade) in Montenegro
1st cycle Learning outcomes and activities
1st grade Pupils
- create a simple rhythmical accompaniment on rhythmical instruments of
2nd grade
Orff ’s instrumentarium
- experience of music is creatively expressed by movement
- use drawings, movement or narratively show/describe personal thoughts,
images and feelings
- create and perform rhythmical motives and sound effects on rhythmical
instruments of Orff ’s instrumentarium, on the basis of the learned song,
nursery rhymes or a musical game
- create and perform simple and short rhythmical improvisations on rhythmi-
cal instruments of Orff ’s instrumentarium
- use drawings, movement or narratively show/describe personal thoughts,
images and feelings to musical examples adapted to the 2nd grade age
- discuss with others about own experience of music, providing arguments
- describe the character of different compositions in own words
48
teaching process to being more focused on educational and learning outcomes,
as well as on activities and didactic recommendations for their achievement.
The Slovenian programme offers operational goals, which are equivalent to
learning outcomes in the Montenegrin programme. The operational goals re-
fer to the three activities separately, which make them more concrete than the
learning outcomes and activities as specified in the Montenegrin programme.
comparative analysis of creation as an activity in course
programmes
The following table shows learning outcomes and activities related to musi-
cal creativity in the first cycle of nine-year primary school general education in
Montenegro (ME).
Table 2: Learning outcomes and activities related to musical creativity for the first cycle
(1st, 2nd and 3rd grade) in Montenegro
1st cycle Learning outcomes and activities
1st grade Pupils
- create a simple rhythmical accompaniment on rhythmical instruments of
2nd grade
Orff ’s instrumentarium
- experience of music is creatively expressed by movement
- use drawings, movement or narratively show/describe personal thoughts,
images and feelings
- create and perform rhythmical motives and sound effects on rhythmical
instruments of Orff ’s instrumentarium, on the basis of the learned song,
nursery rhymes or a musical game
- create and perform simple and short rhythmical improvisations on rhythmi-
cal instruments of Orff ’s instrumentarium
- use drawings, movement or narratively show/describe personal thoughts,
images and feelings to musical examples adapted to the 2nd grade age
- discuss with others about own experience of music, providing arguments
- describe the character of different compositions in own words
48
