STUDENTS’ EXPECTATIONS OF EDUCATION IN MUSIC SCHOOL

Autor: Davor Brđanović
Jazyk: chorvatština
Rok vydání: 2019
Předmět:
Zdroj: Radovi Zavoda za znanstveni rad Varaždin
Issue 30
ISSN: 0352-9509
1848-7890
Popis: Glazbeno obrazovanje u glazbenoj školi sadrži optimalan odnos tradicionalnih i suvremenih pedagoških postupaka i dobar je primjer uspješnog suživota „starog“ i „novog“ u obrazovanju. Stalni izazov predstavlja mu propitivanje zahtjeva vremena u kojem se ostvaruje te planiranje nužnih obrazovnih prilagodbi. U tom smjeru ovaj je rad - nastao kao dio aktivnosti povodom obilježavanja 190 godina od početka rada Glazbene škole u Varaždinu - istražio današnja očekivanja učenika od obrazovanja u glazbenoj školi. U istraživanju, koje je bilo dobrovoljno i anonimno, sudjelovala su 152 učenika Glazbene škole u Varaždinu. Obuhvaćen je uzorak u rasponu od prvog pripremnog razreda za srednju glazbenu školu do četvrtog razreda srednje glazbene škole. Korišten je instrument Upitnik glazbenih očekivanja konstruiran za ovo istraživanje. T-testom za nezavisne uzorke nisu nađene statistički značajne razlike u očekivanjima prema glazbenom obrazovanju u glazbenoj školi s obzirom na spol ispitanika. Izuzetak predstavlja očekivanje zarade gdje učenici statistički značajno više od učenica (t=3,81; p=0,000) procjenjuju kako uče glazbu jer ona omogućava dobru zaradu. Kruskal-Wallisovim testom među konstruiranim su se grupama - 1. i 2. pripremni razred za srednju glazbenu školu (GŠ42); 1. i 2. r. srednje GŠ; 3. i 4. r. srednje GŠ - pokazale statistički značajne razlike u procjenama očekivanja prema glazbenom obrazovanju kod tvrdnji: pohađam GŠ jer su me na to potakli roditelji (procjene s uzrastom rastu), iznenadilo me što za GŠ treba redovito dosta vježbati sviranje/pjevanje (procjene s uzrastom padaju), idem u GŠ jer se želim profesionalno baviti glazbom (procjene s uzrastom rastu), GŠ nije ispunila moja očekivanja (procjene s uzrastom rastu), učim glazbu jer ona omogućava dobru zaradu (procjene s uzrastom rastu), upisao/la sam GŠ jer svirati i pjevati nije teško (procjene s uzrastom padaju), GŠ treba nuditi više praktičnih glazbenih sadržaja (procjene s uzrastom rastu), u GŠ je premalo teorijskih glazbenih sadržaja (procjene s uzrastom rastu) i - u GŠ su mi najvažnije dobre ocjene (procjene s uzrastom padaju). Ukupni dobiveni rezultati - procjene na skalama upitnika i odgovori na pitanja upitnika otvorenog tipa - upućuju na zaključak kako glazbena škola ostvaruje glazbeno-obrazovna očekivanja svojih učenika. Dobivene primjedbe i prijedlozi učenika pokazuju da oni tijekom srednjoškolskog glazbenog obrazovanja upoznaju samo dio obrazovnih i profesionalnih mogućnosti u glazbi. Stoga bi u budućem radu glazbena škola trebala ostvariti proširivanje njihovih vidika.
Music education provided by music school has an optimal proportion of traditional and contemporary pedagogical methods, thus serving as a good example of successful coexistence of the “old” and the “new” in education. Its constant challenge is questioning the demands of time and planning necessary educational adjustments. This is the premise which this work focuses on and has come into being as part of the activities carried out to mark the 190th anniversary of the founding of Varaždin Music School and exploring today’s expectations of the education students receive in this school. The research, which was voluntary and anonymous, involved 152 Varaždin Music School students. The sample included students in the first preparatory grade, and in Grades from 1 to 4 of the secondary music school. The questionnaire on expectations of music education designed for this research was used. The t-test showed no statistically significant differences in the expectations of music education in the music school with respect to the sex of the respondents. An exception is the expectation of earnings, where the estimate of male students that they learn music because it creates the prospects for good earnings is statistically significantly higher than that of the female (t=3.81, p=0.000) respondents. Kruskal-Wallis’s test amongst the constructed groups - 1st and 2nd grade of preparatory education for secondary music school (MS43); 1st and 2nd grade of secondary MS; 3rd and 4th grade of secondary MS - showed statistically significant differences in the estimates of expectations of music education regarding the following statements: my parents motivated me to go to music school (estimates increase with age), I was surprised that for MS one has to regularly practice playing/singing (estimates decrease with age), I go to MS because I want to be a professional musician (estimates increase with age), MS did not meet my expectations (estimates increase with age), I learn music because it allows good earnings (estimates increase with age), I enrolled in MS because playing and singing is not difficult (estimates decrease with age), MS should offer more practical music content (estimates increase with age), MS does not provide enough theoretical music content (estimates increase with age), the most important in MS is to achieve good marks (estimates decrease with age). The overall results obtained - estimates on the questionnaire scales and answers to open type questions - point to a conclusion that music school fulfils musical and educational expectations of its students. The comments and suggestions given by students show that during secondary music education they become aware of only part of educational and professional opportunities in music. Therefore, in the future, music school should work on broadening their perspective.
Databáze: OpenAIRE
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