1. Interplay between art and science in educationSamo Kralj, Boris Aberšek, Irena Kralj, 2014, original scientific article Abstract: Music can be viewed as a structure formed by notes. Different structures in music have potential to yield enormously rich diversity of different melodies. Music is a typical example where a structure defines a property. Similar concepts could be also exploited in education, in presented case in nano-sciences, which are typical representatives of soft materials the structure of which can be strongly manipulated with local geometry and presence of appropriate nanoparticles. The objects of study, named also LC shells, will be exploited as basic unit elements for future soft colloidal crystals. A different arrangement of colloids within the crystal would result in different physical properties in a similar way as different packing of atoms results in different crystals made of real atoms. In presented research will be demonstrated, how relevant basic mechanisms in thin films of nematic liquid crystals could be explained in a classroom and used as a case study, also for explanation of many other physical properties. This research topic is still in its infancy. At this stage only various defect structures in relatively simple geometries (spherical and elliptical) will be analyzed. There is a need to find simple ways to control sensitively the valence of LC shells and in particular to develop strategies to assemble them in crystal structures of desired symmetry. This would allow tailoring specific optical dispersion relations or other physical property of interest and make new ways to teach different physical properties on the "music" based approach.
Keywords: teaching strategies, music education, nanosciences, topological defects
Published in DKUM: 15.12.2017; Views: 1626; Downloads: 98
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2. The influence of non-formal artistic and creative activities in multicultural educational contextsFernando Pérez-Martin, 2017, original scientific article Abstract: Our schools are becoming more and more multicultural every year. It is no longer uncommon to have in the same classroom students from over a dozen nationalities, with diverse backgrounds, beliefs and ways of seeing the world. This article is an invitation to reflect on the role that non-formal artistic and creative activities can play in multicultural educational settings. To this end, an excerpt from a Case Study carried out in one of Canada%s most multicultural schools is presented, showcasing some of the activities developed there and analysing the positive influences they have in its educational community.
Keywords: non-formal art, music education, Case Study research, creativity, multicultural education, Educational context
Published in DKUM: 16.11.2017; Views: 1338; Downloads: 353
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3. Music education for every child - ideal or reality?Blaženka Bačlija Sušić, 2017, review article Abstract: Contemporary pedagogical, psychological and sociological research highlights the need to make music education available to every child. Starting from the fundamental point of view according to which music affects the development of the child's whole personality, this idea has been around since the 17th century. Various educators in the late nineteenth and early twentieth century emphasized the importance of music education for every child. Through a historical and theoretical overview of this idea, this paper examine the potential for its realization in contemporary educational practice. The Venezuelan music education program El Sistema, which promotes the humanistic idea of changing society through classical music education, stands out as a unique example of good practice. As a form of music education which particularly promotes the idea of music being available to every child, the conception of Functional Music Pedagogy by the Croatian music pedagogue Elly Bašić (1908-1998) is also discussed. Considering the status of music in American educational policy, it indicates a significant change, in which music has been recognized as an educational priority for the first time in the history of education and has become a basic academic subject in the American federal education policy plan, as well as unprecedentedly incorporated in Federal law.
Keywords: American educational policy, children, functional music pedagogy, music education
Published in DKUM: 21.09.2017; Views: 1389; Downloads: 129
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4. Use of learning media and technology by preparation and realization of music lessonsJanja Črčinovič Rozman, Bojan Kovačič, 2008, original scientific article Abstract: The paper presents the usage of learning media and education technology in music lessons. The aim of the empirical research was to study the learning media usage in preparation and realization of students' presentation in music education lessons. There were 105 students participating, attending 4th year for elementary education at the Faculty of Education at the University of Maribor, Slovenia. The results have shown that during preparation for music lessons and in class students mostly use traditional learning media. When performing in the classroom they mostly use CD player and keyboards, while during preparation for the lesson they use computer, student book, workbook, CD player and keyboards. The time of usage of the media is much longer when preparing lessons as compared to the time needed when performing in the classroom. In spite of a high self-evaluation for using learning media, it wasconcluded that in no case students have used modern technology including computer music programmes and MIDI environment.
Keywords: education, learning media, edecational technology, elementary education, students of elementary education, music education
Published in DKUM: 07.06.2012; Views: 1823; Downloads: 43
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5. Evaluation of the planned curriculum for kindergartens in the field of music educationOlga Denac, 2009, published scientific conference contribution Abstract: The problem of planning music education is related to the philosophical dimension of the development of the curricula for music education. Knowledge and understanding of the theoretical bases, goals and principles of the curriculum is the basis for the planning, realisation and evaluation of the educational process of music education. The present article presents the results of a study which included 159 pre-school teachers from all over Slovenia. The aim of the research was to establish the place and the role music education should have in the curriculum designed for kindergartens, and to recognise the difficulties pre-school teachers encounter as they execute individual principles of the curriculum in the process of operative planning of music education. The designed curriculum was analysed from the point of view of structure, activities, goals, contents, teaching strategies and instructional media. The results of the research show that music education hasbeen losing professional autonomy within the field of art and that the teachers only partially carry out individual principles of the curriculum in the planning of the educational process.
Keywords: education, preschool education, kindergartens, curriculum for kindergartens, music education, principles
Published in DKUM: 07.06.2012; Views: 1985; Downloads: 32
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6. Musical creativity in Slovenian elementary schoolsJanja Črčinovič Rozman, 2009, original scientific article Abstract: Background: The Slovenian music education curriculum for the first years of elementary school emphasises the following musical activities in the classroom: singing, playing instruments, listening to music, movement to music and musical creativity. In the field of musical creativity, there are two activities where students can be original and creative: making music and moving or drawing/painting activities stimulated by music. Purpose: This research investigated musical creativity in Slovenian elementary schools, its observable characteristics and some of the similarities among the statements made by students and teachers. Sample: The study involved 118 eight-and-a-half to nine-year-old students from five schools in Slovenia, and 51 elementary classroom teachers - 25 of them came from the same five elementary schools as the students and 26 of them came from another four schools located in different parts of the Republic of Slovenia. Students and teachers who took part in our study attended/or worked at the third grade level during the 2004 school year. Design and methods: For the study, two questionnaires were completed using closed and open questions. The teachers had more questions than the students. Some of the questions were the same for both. The data received from the questionnaire was analysed qualitatively and quantitatively. The chi-square test was used to check the relationship betweenthe answers given by students and the answers given by the teachers. Results: We found that creativity in music does exist in the classrooms, but there is only an emphasis being put on activities stimulated by music, and noton creating music. The opinions of the students and classroom teachers overlapped in the following areas: in the types of creative activity preferred, in assessing the successfulness of creative activities, in the feedback following the creative activity, and concerning the amount and difficulty of the tasks performed. The only important difference between the answers found was in assessing the teachers' role in leading the musical activity during the lesson. The reasons for such similar reactions were: (1) that the teacher's expectations were effectively conveyed to the students, and/or (2) the children's self-perception was being formed through an awareness and interpretation of the environment around them. Conclusions: The investigation showed that the students and teachers are satisfied with creative musical activities in the classroom, however, they are not aware of all the aspects of creative musical thinking as well as the criteria for the evaluation of musical creativity. It seems that they are not fully acquainted with the strategies for teaching musical composition and improvisation. The role of university programmes that specialise in music pedagogy should be to produce teachers who will be able to provide creative musical activities in anappropriate manner, and to organise more seminars of similar content for student-teachers during their practical training.
Keywords: musical education, musical creativity, improvisation, music teachers, expectations, beliefs, self-perception, primary education
Published in DKUM: 07.06.2012; Views: 2605; Downloads: 148
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7. Place and role of music education in the planned curriculum for kindergartensOlga Denac, 2009, original scientific article Abstract: This article presents the results of a research study involving 159 preschool teachers from across Slovenia. The goal of the first phase of the research, the results of which were obtained through a questionnaire sent to preschool teachers, was to establish the difficulties preschool teachers face during curricular planning. The results of the first phase of the research show that the majority of teachers face problems in planning concrete music goals. The goal of the second phase of the research, the results of which were obtained through the analysis of lesson plans (i. e., the planned curriculum) over a period of three months, was to determine the extent to which preschool teachers took into account the principles of professional justification, horizontal integration and the development-process approach defined by the Slovene Kurikulum za vrtce (Curriculum for Kindergartens) in the planning of music lessons. The lesson plans of all the preschool teachers participating in the research were analysed in terms of structure, activity, goals, principles, content, teaching strategies and instructional media. The results show that the Curriculum for Kindergartens does not give preschool teachers sufficient support for successful planning of music lessons and that music education is losing professional autonomy within arts education.
Keywords: music education, educational process, planing, teaching process
Published in DKUM: 07.06.2012; Views: 1927; Downloads: 106
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