1. The frequency of music improvisation activities in the fourth and fifth grade of primary schoolAlja Krevel, Jerneja Žnidaršič, 2025, izvirni znanstveni članek Opis: The aim of the present study was to investigate and compare the frequency
of the implementation of music improvisation activities in music
lessons by classroom teachers and subject teachers teaching music in the
fourth and fifth grade in Slovenian primary schools. We also explored
the teachers’ sense of competence to implement music improvisation
activities, reasons for the infrequent inclusion of such activities and
solutions for more frequent inclusion. A descriptive nonexperimental
method of research was used, collecting data with a questionnaire. The
study found that teachers occasionally carry out music improvisation
activities, most often rhythmic improvisation. The results showed no
differences between the frequency of improvisation activities between
classroom teachers and subject teachers. However, subject teachers do
feel more competent to perform music improvisation activities than
classroom teachers and there was a weak correlation between the sense
of competence and the frequency of improvisation activities in music
lessons. Teachers cite a lack of time, knowledge and self-confidence as
the key reasons for the infrequent implementation of music improvisation
activities. They see solutions for the more frequent inclusion of
music improvisation activities in additional music improvisation training
and changes in the music curricula, advocating for more flexible and
broadly defined learning objectives. Due to the small sample size, the
results are not generalisable, but they do provide an insight into the current
state of the integration of music improvisation activities in music
lessons in the fourth and fifth grade of primary school.
Ključne besede: classroom teachers, general music, music improvisation, primary school, subject teachers
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2. Improvisation as the foundation of flow in music education : connections to attitudes, gender and genreKaja Korošec, Blaženka Bačlija Sušić, Katarina Habe, 2022, izvirni znanstveni članek Opis: The aim of our study was to explore the connection between improvisation and flow. Data were collected from 252 tertiary music students from Slovenia and Croatia (121 male and 131 female musicians), who filled in The Questionnaire on Attitudes to Music Improvisation, The Inventory on Feelings associated with Music Improvisation, and the Work-related Flow Inventory. The results show that the female students have significantly more negative feelings and attitudes toward improvisation, and they experience less flow while improvising. Differences were even more pronounced when comparing students who only played classical music with those who played other genres, as well. Regression analysis showed that we can explain 71% of the variance in flow with attitudes toward improvisation.
Ključne besede: attitudes, flow, higher music education, improvisation, music students
Objavljeno v DKUM: 25.07.2025; Ogledov: 0; Prenosov: 7
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3. Dance creativity in kindergarten : improvisation as a method for identifying dance talent in childrenAna Tina Jurgec, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: Dance improvisation is a spontaneous and free form of expression that intertwines movement and imagination, creating space for creativity. The creativity expressed through dance improvisation represents a key category in identifying dance talent in children, as it provides insight into their ability for free expression and original movement. The aim of our study was to explore the characteristics of dance improvisation in early childhood, with a focus on physical activity and the formation of movement in children. We employed a quantitative research approach, collecting data through an observational protocol. The study included 246 children aged 5-6 years from 38 public kindergartens across Slovenia. Our findings serve as an important foundation for further research on monitoring dance improvisation in preschool children and for a deeper understanding of the role of body movement in children's creative dance expression.
Ključne besede: creativity, dance talent, dance education, preschool children, improvisation, movement expression
Objavljeno v DKUM: 02.07.2025; Ogledov: 0; Prenosov: 9
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4. Musical creativity in Slovenian elementary schoolsJanja Črčinovič Rozman, 2009, izvirni znanstveni članek Opis: 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.
Ključne besede: musical education, musical creativity, improvisation, music teachers, expectations, beliefs, self-perception, primary education
Objavljeno v DKUM: 07.06.2012; Ogledov: 2605; Prenosov: 162
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