Title Zanesenost u glazbeno - stvaralačkom procesu djeteta predškolske dobi Title (english) Flow in the Music - Creative Process of a Preschool Child Author Vesna Brebrić Mentor Blaženka Bačlija Sušić (mentor)Committee member Tamara Jurkić-Sviben (predsjednik povjerenstva)Committee member Igor Peteh (član povjerenstva) Committee member Blaženka Bačlija Sušić (član povjerenstva)Granter University of Zagreb Defense date and country 2019-09-30, Croatia Scientific / art field, FIELD OF ART Scientific / art field, SOCIAL SCIENCES Abstract Dječje glazbeno stvaralaštvo temelji se na spontanom izrazu djetetovog inherentnog stvaralačkog potencijala koje rezultira stvaranjem novih, originalnih, jedinstvenih i neponovljivih glazbenih sadržaja. Ishodište djetetovih kreacija obično predstavlja prerada njegovih doživljaja i iskustava koja u konačnici rezultira njihovom ekspresijom. Igra je temeljno metodičko sredstvo putem kojeg dijete spontano percipira glazbu te usvaja različite oblike i načine provođenja glazbenih aktivnosti koje na taj način, uz njegovo aktivno sudjelovanje, pružaju brojne dobrobiti u njegovom cjelovitom razvoju. Odgojitelj ima značajnu ulogu u integraciji glazbenih aktivnosti u svakodnevni odgojno-obrazovni proces u radu s djecom rane i predškolske dobi. Njegov osobni interes, doživljaj i emocije koje unosi u glazbene aktivnosti pri radu s djecom, uz njegove glazbene kompetencije, izuzetno su važan čimbenik u poticanju djetetovog glazbeno-stvaralačkog potencijala. Njegova osobna predanost i uživljenost u glazbene aktivnosti, osnovni su poticaj i uzor djetetu. Zanesenost u glazbeno-stvaralačkom procesu jedan je od najboljih pokazatelja djetetovog iznimnog doživljaja glazbe te njegove intenzivne uključenosti i stapanja sa samom aktivnošću koja dovodi do promjene percepcije protoka vremena i osjećaja kontrole (Csikszentmihalyi i sur., 2005). U radu je prikazana studija slučaja koja je provodena s grupom od 25 djece u dobi od pete do šeste godine života Dječjeg vrtića Petrinjčica u Petrinji koja su poticana na provođenje različitih glazbenih i glazbeno-stvaralačkih aktivnosti. Kao glazbeni poticaji korištene su aktivnosti iz protokola Mjere kreativnosti u zvuku i glazbi (Measures of Creativity in Sound and Music) autorice Cecilie Wang (1985). Neposrednim promatranjem i naknadnom analizom video snimki provedenih aktivnosti svakog pojedinog djeteta, posebna pozornost je usmjerena na djetetovu lakoću izvođenja (fluentnosti) i maštu u samom procesu izvođenja i stvaranja glazbe. Osobita pozornost usmjerena je pritom na djetetovu predanost i zanesenost u samom glazbeno-stvaralačkom procesu. Na temelju promatranja i analize uočena je pojava zanesenosti na primjeru jednog dječaka dok su kod jedne djevojčice uočeni pokazatelji iznadprosječne glazbene darovitosti. Korištenjem poticajnih glazbeno-stvaralačkih aktivnosti iz navedenog protokola u svrhu dodatnog poticaja djetetovog glazbeno-stvaralačkog potencijala, otkriveni su prikriveni glazbeni potencijali djece koji nisu dolazili do izražaja pri uobičajenim glazbenim aktivnostima koje su provođene u radu s djecom. Tomu su doprinjeli kako poticajni glazbeni zadaci. poseban, individualan pristup odgojitelja svakom pojedinom djetetu kao i njegov interes, glazbene kompetencije te učestalo provođenje glazbenih aktivnosti u radu s djecom od njihove rane dobi. Provedeno istraživanje ukazuje na potrebu za provođenjem istraživanja od strane odgojitelja u njegovoj neposrednoj odgojno-obrazovnoj praksi u radu s djecom. Ujedno, provedeno istraživanje potvrda je da je upravo odgojitelj kao refleksivni praktičar koji poznaje djecu te prati njihov razvoj od njihove jasličke dobi, najmkompetentniji istraživač vlastite odgojno-obrazovne prakse koja na taj način rezultira otkrivanjem djetetovih neslućenih sposobnosti i potencijala.
Abstract (english) Child’s musical creativity is based on the spontaneous expression of the child’s inherent creative potential that results in the creation of a new, original, unique and unrepeatable musical content. The origin of a child’s creation usually presented by processing of his/hers experience sand adventures that ultimately results in their own expression. A play is a fundamental methodological tool by which a child spontaneously perceives music and adopts different forms and ways of conducting musical activities which with his/hers active participation provides numerous benefits to his/hers overall development. The teacher plays a significant role in integrating music activities into the everyday educational process in its work with children of an early or preschool age. His or hers personal interests, experiences as well as emotions that he or she brings into the music activities when working with children, along with his/hers musical competences are extremely important issues in stimulating a child’s musical and creative potential. His/her personal dedication and enjoyment into the musical activities are the main incentive and a role model to a child. Being infatuated into the creation of a musical process is one of the best indicators of the child’s exceptional experience of music and its intensive involvement and binding with the activity that leads to a changes in the perception of the transience of time and a sense of a control (Csikszentmihalyi and ass., 2005). This paper presents a case study conducted in a group of 25 children, aged five and six years, of the Kindergarten Petrinjcica in Petrinja, who were encouraged to carry out various musical and music creative activities. As the musical stimuli were used activities from the protocol Measures of creativity in sound and music (Measures of Creativity in Sound and Music) written by Cecilie Wang (1985). By direct observation and subsequently analyzing videos of each child’s conducted activity, special attention is paid to the child’s easiness of performing (fluency) and imagination in the very process of performing and creating the music. Particular attention is being paid to the child’s commitment and enthusiasm in the music-creative process. On the basis of observation and analysis, the existence of enthusiasm was notices on the example of one boy, while some indicators of above average musical talent were noticed by one little girl. By usage of an incentive musical and creative activities in the above mentioned protocol, for the purpose of an additional encouragement of a child’s musical and creative potential, were discovered hidden musical potentials of children who did not come to the fore in the usual activities conducted by working with children. The main contributors to this achievement were both a stimulating musical task as well as a special, individual approach of a teacher toward each child. Further, a teacher’s interest, musical competences and frequent performing of musical activities in working with children from their early age are important factors, as well. The research contacted points out the need for undertaking a research which is to be carried out by teachers in their direct educational practice while working with children. At the same time, this study confirms that the teacher himself, as the reflexive practitioner, who knows children and monitors their development since their early toddler age, is the most competent researcher of their own educational practice which in this way results in the discovery of the child’s unimagined abilities and potential.
Keywords
dijete
glazbeno-stvaralaštvo
odgojitelj
znaesenost u glazbeno-stvaralačkom procesu
Keywords (english)
child
music
musical creativity
teacher
infatuation into music creative process
Language croatian URN:NBN urn:nbn:hr:147:661823 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2020-07-24 06:08:57
