Nastava glazbene kulture u primarnom obrazovanju u nordijskim zemljama i Republici Hrvatskoj

master's thesis

• Title (english): Music teaching in primary education in the nordic countries and the Republic of Croatia
• Author: Katarina-Dina Anđal
• Mentor: Jelena Blašković (mentor)
• Committee member: Jelena Blašković (predsjednik povjerenstva)
• Committee member: Božica Vuić (član povjerenstva)
• Committee member: Svetlana Novaković (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-14, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Art of Music

Abstract

Nastava glazbene kulture je obavezan nastavni predmet u primarnom obrazovanju u svim zemljama Europe. Cilj ovoga rada je prikazati i napraviti usporedbu nastave glazbene kulture u primarnom obrazovanju u nordijskim zemljama (Norveška, Švedska, Finska, Danska i Island) i Republici Hrvatskoj. U ovome radu će se prikazati i usporediti: kako je osmišljen sustav primarnog obrazovanja, je li predmet glazbene kulture samostalan ili u okviru nekog područja, kolika je propisana godišnja satnica glazbene kulture, koji tipovi učitelja izvode nastavu glazbene kulture, koja su nastavna područja prisutna u kurikulumu glazbene kulture, koliko traje studij za učitelja primarnog obrazovanja te koliko je ECTS bodova namijenjeno glazbenim predmetima na učiteljskom studiju. Utvrdilo se da se nastava glazbene kulture u većini zemalja izvodi kao samostalan predmet, da neke zemlje imaju propisanu godišnju satnicu dok ostale zemlje imaju mogućnost samostalno organizirati satnicu nastave glazbene kulture te da je u nastavi glazbene kulture zastupljen tzv. „kombinirani model” u kojem su podjednako prisutna sva područja u nastavi. Nastavu glazbene kulture izvode tri tipova učitelja: učitelji primarnog obrazovanja koji izvode nastavu iz većina predmeta, učitelji primarnog obrazovanja sa specijalizacijom u području glazbene kulture i predmetni učitelji glazbene kulture. Analizirajući studijske programe za učitelja primarnog obrazovanja, zaključuje se da završetkom studija učitelji u Hrvatskoj i Finskoj stječu glazbeno obrazovanje koje bi trebalo biti dostatno za izvođenje nastave glazbene kulture u primarnom obrazovanju, ali oni se često osjećaju nedovoljno osposobljenima. No, u nordijskim zemljama, budući učitelji imaju mogućnost završiti specijalizaciju u području glazbe te tako biti bolje kvalificirani u poučavanju nastave glazbene kulture u primarnom obrazovanju. Dodatno obrazovanje u području glazbe daje budućem učitelju više samopouzdanja i jače glazbene vještine u izvođenju nastave glazbene kulture novim generacijama.

Abstract (english)

Music teaching is a compulsory subject in primary education in all European countries. The aim of this paper is to present and compare music teaching in primary education in the Nordic countries (Norway, Sweden, Finland, Denmark and Iceland) and the Republic of Croatia. This paper will present and compare: how the primary education system is designed, whether the subject of music is independent or within an area, what is the prescribed annual music schedule, which types of teachers teach music, which teaching areas are present in the music curriculum, how long the study for a primary education teacher lasts and how many ECTS credits are intended for music subjects in the teacher's study. It was found that music teaching in most countries is conducted as an independent subject, that some countries have a prescribed annual schedule while other countries have the opportunity to independently organize a music lesson and that in music teaching is represented by the so-called „combined model” in which all areas of teaching are equally present. Music is taught by three types of teachers: primary education teachers who teach in most subjects, primary education teachers with a specialization in music and subject music teachers. Analyzing the study programs for primary school teachers, it is concluded that upon completion of studies, teachers in Croatia and Finland acquire music education that should be sufficient to teach music in primary education, but they often feel insufficiently trained. However, in the Nordic countries, future teachers have the opportunity to complete a specialization in the field of music and thus be better qualified in teaching music teaching in primary education. Additional education in the field of music gives the future teacher more self-confidence and stronger musical skills in teaching music to new generations.

• Keywords: glazbeno obrazovanje učitelja; nastava glazbene kulture; primarno obrazovanje; učitelji glazbene kulture
• Keywords (english): music teachers; music teaching; primary education; teacher education in music
• Language: croatian
• URN:NBN: urn:nbn:hr:147:036053
• 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; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-10-20 11:53:03