Title Važnost glazbe u emocionalnom razvoju učenika primarnog obrazovanja Title (english) The importance of music in the emotional development of students in the primary school education Author Katarina Nevistić Mentor Tamara Jurkić-Sviben (mentor)Committee member Vesna Budinski (predsjednik povjerenstva)Committee member Tamara Jurkić-Sviben (član povjerenstva)Committee member Dubravko Fiolić (član povjerenstva) Granter University of Zagreb Defense date and country 2022-07-15, Croatia Scientific / art field, FIELD OF ART Scientific / art field, SOCIAL SCIENCES Abstract Glazba je umjetnost kojoj su izložena sva živa bića. Brđanović (2016) ističe da su sklonost i potreba za glazbom svojstvene čovjeku i time čine neodvojivi dio ljudske svakodnevice. Prema Škojo (2020) emocije su kratke i intezivne afektivne reakcije na neku pojavu, dok su prema Milivojeviću (2016) emocije uvijek reakcije čovjeka na neko zbivanje koje za toga čovjeka ima značenje. Emocionalni razvoj nije u svakoj životnoj dobi jednak jer se razvija istovremeno s kognitivnim razvojem i emocionalnim iskustvom. Učenik primarnog obrazovanja izložen je glazbi osim u slobodno vrijeme, u školi na satu Glazbene kulture. Glazba aktivira učenikove mozgovne procese i potiče emocionalnu reakciju. Osim na nastavi glazbene kulture aktivnosti poput sviranja, pjevanja, slušanja i glazbenih igara mogu se koristiti kao pokretači emocija kod učenika primarnoga obrazovanja, i na drugim nastavnim predmetima. Budući da potiče emocionalnu reakciju, glazba se može koristiti i kao motivacija u nastavi. Prema Golemanu (2020) emocionalna inteligencija predstavlja skup emocionalnih potreba i poriva te istinskih vrijednosti neke osobe i kao takva upravlja svim oblicima vanjskih ponašanja. Ona se razvija i gradi, a učitelj može upućivanjem učenika u glazbene aktivnosti usmjeriti učenikovo emocionalno izražavanje. Budući da glazba može izazvati različite emocionalne reakcije učenika, učitelj treba dobro poznavati osobnost svakog učenika. Osim kao motivacijski faktor, glazba može imati i terapijsku funkciju. Prema Breintfeld i Majsec Vrbanić (2011) muzikoterapijom ili glazbenom terapijom smatra se korištenje glazbe i njenih elemenata na čovjeku ili grupi ljudi u procesu koji je pokrenut kako bi unaprijedio komunikaciju, učenje, potaknuo izričaj i druge terapeutske ciljeve. Cilj istraživanja u ovome radu bio je ispitati mišljenje i stavove studenata Učiteljskog fakulteta Sveučilišta u Zagrebu o važnosti glazbe u emocionalnom sazrijevanju učenika. Iz rezultata je vidljivo da su studenti uglavnom upoznati s pojmovima koji povezuju glazbu i emocije, ali se uočava potreba za dodatnim obogaćivanjem studentskih programa u ovome području.
Abstract (english) Music is an art to which all living beings are exposed. Brđanović (2016) points out that the inclination and need for music are inherent in humans and thus form an inseparable part of human everyday life. According to Škojo (2020), emotions are short and intense affective reactions to some phenomenon, while according to Milivojević (2016), emotions are always human reactions to some event that has meaning for that person. Emotional development is not the same at every age because it develops simultaneously with cognitive development and emotional experience. A student of primary education is exposed to music except in his free time, at school during the Music Culture class. Music activates the student's brain processes and stimulates an emotional response. In addition to musical culture classes, activities such as playing, singing, listening and musical games can be used as triggers of emotions in primary education students, and in other subjects. Because it stimulates an emotional response, music can also be used as motivation in classes. According to Goleman (2020), emotional intelligence represents a set of emotional needs and urges and true values of a person and as such governs all forms of external behavior. It develops and builds, and the teacher can direct the student's emotional expression by directing students to musical activities. Since music can cause different emotional reactions in students, the teacher should know well the personality of each student. In addition to being a motivational factor, music can also have a therapeutic function. According to Breintfeld and Majsec Vrbanić (2011), music therapy is the use of music and its elements on a person or a group of people in a process initiated to improve communication, learning, encourage expression and other therapeutic goals. The aim of the research in this paper was to examine the opinions and attitudes of students of the Faculty of Teacher Education at the University of Zagreb about the importance of music in the emotional maturation of students. It is evident from the results that the students are mostly familiar with the terms that connect music and emotions, but the need for additional enrichment of student programs in this area can be seen.
Keywords
emocije
glazbena motivacija
muzikoterapija
emocionalna inteligencija
Keywords (english)
emotions
musical motivation
music therapy
emotional intelligence
Language croatian URN:NBN urn:nbn:hr:147:328219 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-07-27 08:11:40
