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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
Objavljeno v DKUM: 06.01.2026; Ogledov: 0; Prenosov: 0
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Opis: This study explores music teachers' attitudes toward cultural heritage education and to what extent this subject matter is implemented in music lessons. The study included music teachers (N = 61) employed in Croatian elementary schools. The results show that music teachers have a very positive attitude towards the inclusion of cultural heritage education in music teaching and that music teachers believe such resources should be part of the music curriculum. The findings also show that some dissatisfaction is present among music teachers regarding the way such topics are presented in the music curriculum and their overall representation in music lessons.
Ključne besede: music curriculum, cultural heritage education, music teaching, music teacher
Objavljeno v DKUM: 30.07.2025; Ogledov: 0; Prenosov: 4
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Opis: The aim of this study was to examine the attitudes of primary school students and teachers towards Gregorian singing. The research was conducted during the academic year 2019/2020 and included 381 students and thirty-five primary school teachers in Croatia. The results of the t-test showed a statistically significant high appreciation of Gregorian singing among students and teachers. Using the Kruskal Wallis test, we established that younger student showed greater appreciation compared to older students. Students and teachers expressed positive attitudes towards the examples of Gregorian singing to which they listened. Most subjects indicated that they liked Gregorian singing and desired to get to know it more deeply during music lessons in primary education.
Ključne besede: Gregorian singing, music lessons, music preferences, primary education
Objavljeno v DKUM: 24.07.2025; Ogledov: 0; Prenosov: 5
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Opis: The present research explores teaching adaptations in music education for students with Autism Spectrum Disorder (ASD) in mainstream elementary schools. We examined how teaching experience and exposure to students with ASD impact the use of inclusive strategies and teachers' self-assessed competence by conducting a structured survey of music teachers in Slovenian elementary schools. Results show that adaptation practices differ depending on teaching experience, with experienced teachers more likely to implement structured routines, quiet spaces, and environmental modifications. There is a moderate correlation between the frequency of adaptations used by teachers and their ability to identify ASD characteristics. The findings highlight the importance of practical experience and targeted training in fostering teachers' confidence and competence, as well as the need for ongoing professional development to create inclusive and supportive learning environments in music education.
Ključne besede: inclusion, music lessons, teaching adaptations, classroom adaptations, ASD characteristics, mainstream education
Objavljeno v DKUM: 02.07.2025; Ogledov: 0; Prenosov: 10
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Opis: This is the first major research targeting a specific group of teachers, shaped with the idea of gathering empirical indicators of piano teachers% job satisfaction. More than half of music schools% piano teachers participated (N=253) from all the counties of the Republic of Croatia. The results have shown that piano teachers are moderately satisfied, that there are no differences when it comes to gender, nor with the type of school where they teach. Teachers with more years of experience are more satisfied with their work, similar to teachers who have advanced in their professional area. The results can contribute to improving teaching practice and effectiveness, with the further outcome being pupils achieving higher educational attainments.
Ključne besede: piano teaching, one-toone teaching, music schools, piano teachers, job satisfaction
Objavljeno v DKUM: 26.06.2025; Ogledov: 0; Prenosov: 9
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