doctoral thesis
Intercultural education in teaching music in general education schools

Amir Begić (2017)
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Metadata
TitleInterkulturalni odgoj u nastavi glazbe općeobrazovnih škola
AuthorAmir Begić
Mentor(s)Vlatko Previšić
Abstract
Interkulturalni odgoj u nastavi glazbe općeobrazovnih škola bio je predmetom istraživanja u ovom radu. Analizirani su, s obzirom na interkulturalizam, sadržaji kurikuluma i nastavnih planova i programa u Republici Hrvatskoj i u nekim europskim državama. Također, analizirani su sadržaji pratećih CD-a udžbenika za nastavu glazbe koji su odobreni od Ministarstva znanosti, obrazovanja i sporta s obzirom na zastupljenost različitih glazba svijeta. Empirijsko istraživanje anketnim upitnicima provedeno je na 309 osnovnoškolskih nastavnika Glazbene kulture i 65 gimnazijskih nastavnika Glazbene umjetnosti iz svih hrvatskih županija kao i na 46 studenata diplomskog studija Glazbene pedagogije sa akademija u Zagrebu, Splitu, Osijeku i Puli. Cilj istraživanja bio je utvrditi je li nastava glazbe u osnovnim školama i gimnazijama zasnovana na interkulturalizmu i je li nastava na akademijama na kojima se obrazuju budući nastavnici glazbe koncipirana u smjeru razvijanja interkulturalne kompetencije studenata. Istraživanje se odvijalo tijekom školske, odnosno akademske 2015./2016. godine. Ispitali smo nastavnike i studente u kojoj je mjeri nastava u školama, odnosno na akademijama zasnovana na interkulturalizmu. Ispitanici su također iskazali svoje stavove prema interkulturalnom odgoju u nastavi glazbe i procijenili vlastitu interkulturalnu kompetenciju. Istraživanjem se došlo do zaključka da nastava glazbe u hrvatskim općeobrazovnim školama nije zasnovana na interkulturalizmu. Zastupljenost različitih glazba svijeta, kako na CD-ima predviđenima za nastavu tako i u samoj nastavi, je nedovoljna. Također, u nastavi na akademijama nedovoljno je interkulturalnih sadržaja i kolegija koji bi razvijali interkulturalnu kompetenciju budućih nastavnika glazbe. Zapadnoeuropska umjetnička glazba, što je slučaj već dugi niz desetljeća, dominira nastavom glazbe u školama i na akademijama. U današnjem dinamičnom i globalizirajućem svijetu u kojemu je interkulturalizam obilježje svih društava, razvijanje interkulturalne kompetencije pojedinca od velike je važnosti. Upravo u nastavi glazbe učenici mogu u značajnoj mjeri razvijati svoju interkulturalnu kompetenciju jer je glazba sama po sebi interkulturalna umjetnost. To se na najbolji način može postići upoznavanjem različitih glazba svijeta i kultura u cjelini kojima određena glazba pripada. Osnovnoškolski i gimnazijski nastavnici glazbe iskazali su pozitivne stavove prema interkulturalizmu u nastavi, no istodobno su različite glazbe svijeta u nedovoljnoj mjeri prisutne u njihovoj nastavi. Razloge pronalazimo u nastavnim planovima i programima koji nisu osmišljeni na interkulturalnim osnovama kao i u pratećim CD-ima za nastavu u kojima gotovo da nema slušnih primjera osim zapadnoumjetničke glazbe. Nadalje, satnica predmeta ne ostavlja puno prostora za sadržaje poput glazba svijeta, a škole uglavnom nisu sklone materijalno podupirati organiziranje koncerata na kojima bi se učenici upoznali s glazbom različitih kultura. I nastavnici i studenti smatraju da bi škole i akademije trebale omogućiti uvjete za organiziranje takvih događanja, ali i uvjete za odvijanje interkulturalne nastave glazbe. Također, ispitanici su se djelomično procijenili interkulturalno kompetentnima istodobno iskazujući želju za razvijanjem svoje interkulturalne kompetencije i upozoravajući da za to rijetko imaju prilike. Interkulturalnu kompetenciju nastavnici bi prije svega trebali razvijati tijekom studija, a kasnije na različitim seminarima i radionicama. Mišljenja smo da se nastava glazbe u općeobrazovnim školama kao i nastava na akademijama mora osloboditi uniformnosti orijentirane na zapadnoeuropsku umjetničku glazbu i proširiti glazbene i kulturne vidike učenicima i studentima upoznavanjem brojnih glazbenih izričaja sa svih kontinenata. Rezultati ovog istraživanja pokazali su kako nastavnici smatraju da su učenici zainteresirani za glazbe svijeta. Isto su za sebe izjavili i studenti. Prema tomu, na kreatorima je kurikuluma i rukovodstvima akademija i sveučilišta osmišljavanje smjernica za nastavu glazbe koja će imati interkulturalnu dimenziju tako potrebnu za život u 21. stoljeću. Uz ispunjenje ovih preduvjeta i uz interkulturalno kompetentne nastavnike, interkulturalni će se odgoj u nastavi glazbe općeobrazovnih škola i ostvariti.
KeywordsTeaching music general education schools intercultural education Music education study programme intercultural competence music of the world
Parallel title (English)Intercultural education in teaching music in general education schools
Committee MembersMarija Sablić (committee chairperson)
Goran Livazović (committee member)
Vlatko Previšić (committee member)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
PlaceOsijek
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Pedagogy
School Pedagogy
UDK37
SOCIAL SCIENCES
Education
Study programme typeuniversity
Study levelpostgraduate
Study programmePedagogy and Contemporary School Culture
Academic title abbreviationdr. sc.
Genredoctoral thesis
Language Croatian
Defense date2017-04-12
Parallel abstract (English)
The subject of this doctoral thesis is intercultural education in teaching music in general education schools. The thesis analyses curriculum contents in Croatia and some European countries with regard to interculturalism. Also, it analyses the contents of the accompanying CDs of textbooks for teaching music approved by the Ministry of Science, Education and Sport with regard to the representation of different world music. By the means of the questionnaire the empirical research was conducted into 309 primary school music teachers and 65 high school music teachers from all Croatian counties and 46 graduate students from academies in Zagreb, Split, Osijek and Pula. The aim of the study was to determine if teaching music in elementary schools and high schools is based on interculturalism and whether teaching at colleges that train future music teachers is conceived in the direction of the development of intercultural competence of students. The survey was conducted during the school/academic year of 2015/2016. Teachers and students were interviewed in order to determine to what extent teaching at schools and academies is based on interculturalism. The participants expressed their views on intercultural education in teaching music and estimated their own intercultural competence. The research results show that music teaching at Croatian general education schools is not based on interculturalism. Different world music, as on CDs, provided for teaching and the teaching itself, is underrepresented. Moreover, teaching at academies lacks intercultural content and courses that develop intercultural competence of future music teachers. Western European art music, which has been the case for many decades now, has dominated music teaching at schools and academies. In today's dynamic and globalized world, where interculturalism is a feature of all societies, development of intercultural competencies in individuals is very important. This is particulary true in music teaching, where students can develop their intercultural competences significantly because music itself is an intercultural art. This can best be achieved by introducing various world music and cultures which the music belongs to. Elementary and high school music teachers expressed positive attitudes towards interculturalism in the classroom, but at the same time, different world music is insufficiently present in their teaching. The reasons are found in the curricula that are not based on intercultural basis as in accompanying CDs for classes in which there are almost no examples of intercultural music except western european art music. Furthermore, the schedule itself does not leave much time for content such as world music, and schools are generally not inclined to materially support concert organization at which the students could listen to the music of different cultures. Both the teachers and the students, believe that schools and academies should provide conditions for organizing such events, but also the conditions necessary for intercultural music classes. Also, participants have partially estimated themselves interculturally competent at the same time expressing a desire to develop their intercultural competence and warning that they rarely have a chance to do so. Teachers should develop their intercultural competence, first of all, during their studies and later in various seminars and workshops. We believe that teaching music in general education schools and academic courses must move away from the uniformity-oriented Western European art music and focus at expanding musical and cultural prospects of students by allowing them to learn about different styles of music from all continents. The results of this study show that teachers believe that students are interested in world music. The students confirm the same for themselves. Therefore, the curriculum creators and the managers of higher education institutions are responsible for devising guidelines for teaching music that will have an intercultural dimension necessary for the 21st century life. Intercultural education in teaching music will be accomplished when these preconditions are met and teachers become interculturally competent.
Descriptors
(NSK Kontrolirani rječnik)

Parallel keywords (Croatian)nastava glazbe općeobrazovne škole interkulturalni odgoj studij Glazbene pedagogije interkulturalna kompetencija glazbe svijeta
Versionaccepted version
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
Noteaccepted version
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:142:152210
CommitterGordana Gašo