Page 49 - 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. 49
t cycle Learning outcomes and activities j. martinović bogojević ◆ musical creativity in primary school programmes for music education in montenegro and slovenia
3rd grade - create and perform simple and short rhythmical improvisations
- create and perform short melodic phrases on a melodic instrument of Orff ’s
instrumentarium
- improvise movements while listening to musical examples of school material
for 3rd grade;
- creatively express experience of music by movement;
- create (improvise) short rhythmical units;
- shape rhythmical accompaniment to songs already worked on;
- create a short continuation of melody or rhythm;
- create rhythmical and melodic-rhythmical units;
- describe impressions of musical pieces listened to;
- question their views of the experienced feelings after the heard musical piece,
discussing with their partners or grade peers, providing arguments for their
opinions;
- think critically and show tolerance for a differently expressed musical experi-
ence of peer.
Source: Predmetni program Muzička kultura za I, II, III, IV, V, VI, VII, VIII i IX
razred osnovne škole (2017).
In the field of creativity the first cycle in Slovenia (SI) contains operation-
al goals as follows:
Table 3: Operational goals in the field of creativity for the first cycle (1st, 2nd and 3rd grade)
in Slovenia
1st cycle - Operational goals
Pupils
- research sound colours and by them express sound thoughts;
- research sounds of instruments, notice and describe differences;
- through sound, they recognise things, animals, and languages, events from their surroun-
dings and extended environment and nature;
- perform songs, stories and instrumental contents;
- create content and sound images. Shape their own musical thoughts: supplement melodic
and rhythmical units, music questions and answers, melodies to a given text and vice
versa;
- invent image signs/labels, musical symbols, classify and order them into musical image
notes (e.g. for shaped parts, individual elements of a sound: colour, brightness, duration
and pitch);
- creatively express their musical and extra-musical experiences and images visually, verbally
or by movement;
- express by movement their audio experience of tone duration and pitch, intensity and
tone colours, and shaped units;
- are introduced into evaluation of artistic achievements, and musical works and their
presentation in various forms of communication and media.
Source: Program osnovna šola glasbena umetnost. Učni načrt (2011, p. 7).
49
3rd grade - create and perform simple and short rhythmical improvisations
- create and perform short melodic phrases on a melodic instrument of Orff ’s
instrumentarium
- improvise movements while listening to musical examples of school material
for 3rd grade;
- creatively express experience of music by movement;
- create (improvise) short rhythmical units;
- shape rhythmical accompaniment to songs already worked on;
- create a short continuation of melody or rhythm;
- create rhythmical and melodic-rhythmical units;
- describe impressions of musical pieces listened to;
- question their views of the experienced feelings after the heard musical piece,
discussing with their partners or grade peers, providing arguments for their
opinions;
- think critically and show tolerance for a differently expressed musical experi-
ence of peer.
Source: Predmetni program Muzička kultura za I, II, III, IV, V, VI, VII, VIII i IX
razred osnovne škole (2017).
In the field of creativity the first cycle in Slovenia (SI) contains operation-
al goals as follows:
Table 3: Operational goals in the field of creativity for the first cycle (1st, 2nd and 3rd grade)
in Slovenia
1st cycle - Operational goals
Pupils
- research sound colours and by them express sound thoughts;
- research sounds of instruments, notice and describe differences;
- through sound, they recognise things, animals, and languages, events from their surroun-
dings and extended environment and nature;
- perform songs, stories and instrumental contents;
- create content and sound images. Shape their own musical thoughts: supplement melodic
and rhythmical units, music questions and answers, melodies to a given text and vice
versa;
- invent image signs/labels, musical symbols, classify and order them into musical image
notes (e.g. for shaped parts, individual elements of a sound: colour, brightness, duration
and pitch);
- creatively express their musical and extra-musical experiences and images visually, verbally
or by movement;
- express by movement their audio experience of tone duration and pitch, intensity and
tone colours, and shaped units;
- are introduced into evaluation of artistic achievements, and musical works and their
presentation in various forms of communication and media.
Source: Program osnovna šola glasbena umetnost. Učni načrt (2011, p. 7).
49
