CREATIVE ABILITY OF STUDENTS AS A PRECONDITION FOR THE SUCCESSFUL DEVELOPMENT OF CHILDREN’S MUSICAL CREATIVITY IN TEACHING MUSIC IN LOWER GRADES OF PRIMARY SCHOOL
Authors:
Nataša M. Vukićević
Katarina R. Stanojević
DOI: 10.46793/pctja.19.222V
UDK: 371.212.7:371.213::78
Abstract:
The effectiveness of teaching music in lower grades of primary school depends on competences of pre-service and in-service teachers who have to teach the subject curriculum. During their formal education, student teachers at pedagogical faculties acquire elementary knowledge of the theory of music and didactic-methodical competencies, but the important factor of successful teaching has to be their musical- performing and creative abilities. In this paper we examine the musical and creative abilities of student teachers in the final year of their bachelor studies (N = 48), by analyzing their products within the course of the Methodological Practicum of Music Teaching. Descriptive method and procedure of qualitative analysis of obtained student teachers’ products in the field of music creation were used. The results show that student teachers’ musical and creative abilities and the quality of their creative products do not exceed the level of curriculum requirements for teaching music in the fourth grade of primary school. The aim of this paper is to determine the level of creativity aptitude of student teachers in order to improve it by adequate methodical procedures and training in order to achieve an optimal level sufficient for developing musical and creative activities in teaching young children in a regular school context. On the basis of the obtained results, it can be concluded that frequent neglect of work in the field of developing children’s musical creativity in music teaching practice is connected with teachers’ insecurity about their own creative abilities and competencies necessary for teaching music.
Keywords: creative abilities, musical creativity, student teachers, music teaching.
References:
Avramović, Z., Stanković, D. & Vujačić, M. (2009). Kvalitet didaktičkih znanja nastavnika. U Đ. Komlenović, D. Malinić, S. Gašić-Pavišić (ur.), Kvalitet i efikasnost nastave (pp. 127‒140). Beograd: Institut za pedagoška istraživanja, Volgograd: Volgogradski državni pedagoški univerzitet.
Chronopoulou, E. & Riga, V. (2012). The Contribution of Music and Movement activities to Creative thinking in Pre-school Children. Creative Education, Vol. 3, No. 2, 196‒204. DOI: 10.4236/ce.2012.32031
Despić, D. (1997). Harmonija sa harmonskom analizom. Beograd: Zavod za udžbenike i nastavna sredstva.
Fernandez, C. (2014). Knowledge base for teaching and pedagogical content knowledge (PCK): Some useful models and implications for teachers’ training. Problem in Education in the 21st Century, Vol. 60, 79‒100.
Gajić, O. (2004). Problemska nastava književnosti u teoriji i praksi. Novi Sad: Filozofski fakultet.
Gojkov, G. & Stojanović, A. (2015). Didaktičke kompetencije i evropski kvalifikacioni okvir. Beograd: Srpska akademija obrazovanja.
Hennessy, S. (2000). Overcoming the red feeling: the development of confidence to teach music in primary school amongst teachers. British Journal of Music Education, Vol. 17, No. 2, 183‒196. https://doi.org/10.1017/S0265051700000243
Holden, H. & Button, S. W. (2006). The teaching music in the primary school by the non-music specialist. The British Journal of Music Education, Vol. 23, No. 1, 23‒38. http://dx.doi.org/10.1017/S0265051705006728
Ilić, D. (2002). Sredstva izražavanja u muzici. Niš: DIP „Nota“ i Viša muzička škola u Nišu.
Jeanneret, N. (1997). Model for developing preservice primary teachers’ confidence to teach music. Bulletin of the Council for Research in Music Education, No. 133, 37‒44.
Kokotsaki, D. & Newton, D. (2015). Recognizing creativity in the music classroom. International Journal of Music Education, 1‒18. DOI: 10.1177/0255761415607081
Korać, I. (2014). Različiti pristupi definisanju kompetencija nastavnika. Inovacije u nastavi, god. 27, br. 4, 63‒71. https://doi.org/10.5937/inovacije1404063K
Kundačina, M. & Marinković, S. (2012). Samoprocene i procene kompetencija nastavnika razredne nastave. Nastava i vaspitanje, vol. 61. br. 3, 447‒462.
Maksić, S. & Pavlović, J. (2009). Ekspertski model za podsticanje kreativnosti u školi. U Đ. Komlenović, D. Malinić, S. Gašić-Pavišić (ur.), Kvalitet i efikasnost nastave (pp. 281‒293). Beograd: Institut za pedagoška istraživanja, Volgograd: Volgogradski državni pedagoški univerzitet.
Мirkov, S. (2009). Da li su strategije učenja studenata u skladu sa ciljevima: korelaciona analiza. U Đ. Komlenović, D. Malinić, S. Gašić-Pavišić (ur.), Kvalitet i efikasnost nastave (pp. 256‒268). Beograd: Institut za pedagoška istraživanja, Volgograd: Volgogradski državni pedagoški univerzitet.
Mills, J. (1989). The generalist primary teacher of music. The British Journal of Music Education, Vol. 6, No. 2, 125‒138. https://doi.org/10.1017/S0265051700007002
Mills, J. (1996). Primary student teachers as musicians. Bulletin of the Council for Research in Music Education, No. 127, 122‒126.
Nikolić, L. (2017). Stavovi o glazbenom obrazovanju kao čimbenik glazbenog obrazovanja budućih učitelja. Metodički ogledi, 24 (2), 39‒55. http://orcid.org/0000-0003-0360-0469
Pavkov, M. & Živčić, M. (2013). Značenje pojmova i ulpga kompetencija i vještina u obrazovanju odraslih u kontekstu stjecanja stručnosti i razvoja osobnosti. Andragoške studije, br. 2. 61‒78.
Pekeč, K. (2011). Prikaz knjige: Miomir Despotović, Razvoj kurikuluma u stručnom obrazovanju: pristup usmeren na kompetencije. Andragoške studije, br.1, 207‒212.
Požar, H. (2016). Kompetencije nastavnika u savremenom školstvu. Sinteze, vоl. 5, br.10, 23‒34. https://doi.org/10.5937/sinteze0-11315
Požgaj, J. (1988). Metodika nastave glazbene culture u osnovnoj školi. Zagreb: Školska knjiga.
Pravilnik (2011) Pravilnik o standardima kompetencija za profesiju nastavnika i njihovog profesionalnog razvoja. Službeni glasnik RS, 5, Retrieved from: https://goo.gl/ALvrL7
Radičeva, D. (1997). Uvod u metodiku nastave solfeđa. Novi Sad: Univerzitet u Novom Sadu, Akademija umetnosti u Novom Sadu.
Ristić, T. (2009). Prolegomena teoriji muzičke sintakse. Beograd: Zavod za udžbenike.
Ruddock, E. & Leong, S. (2005). „I am unmusical!“: The verdict of self-judgement. International Journal of Music Education, Vol. 23, No. 9, 9‒22. https://doi.org/10.1177/0255761405050927
Seddon, F. & Biasutti, M. (2008). Non-music specialist trainee primary school teachers’ confidence in teaching music in the classroom. Music Education Research, Vol. 10, No. 3, 403‒421. https://doi.org/10.1080/14613800802280159
Stojanović, B. & Mišić, D. (2018). Nastavni predmeti u programima pedagoških (učiteljskih) fakulteta u Srbiji u funkciji razvijanja komunikativnih jezičkih kompetencija budućih učitelja – pregled i analiza. Inovacije u nastavi, god. 31, br. 3, 108‒123. https://doi.org/10.5937/inovacije1803108S
Sudzilovski, D. (2012). Studenti i kompetencije za nastavni predmet Muzička kultura. Nastava i učenje – ciljevi, standardi, ishodi. Užice: Učiteljski fakultet u Užicu, 627- 636. https://doi.org/10.5937/nasvas1503521S
Sudzilovski, D. (2015): Koliko i kako se učitelji individualno usavršavaju u oblasti muzičke kulture. Nastava i vaspitanje, vol. 64, br. 3, 521‒529.
Svalina V. (2013). Uključivanje dece mlađe školske dobi u glazbeno-stvaralačke aktivnosti, Život i škola, god. 59, br. 29 (1/2013), 270‒287.
Svalina, V. (2015). Kurikulum nastave glazbene kulture i kompetencije učitelja za poučavanje glazbe. Osijek: Fakultet za odgojne i obrazovne znanisti, Sveučilište Josipa Jurja Strossmayera.
Šefer, J. (2008). Evaluacija kreativnih aktivnosti u tematskoj nastavi. Beograd: Institut za pedagoška istraživanja.
Škiljević, Lj. (2012). Razvoj i jačanje kompetencija u sferi muzičkog obrazovanja. Nova škola, br. 9‒10, 151‒160.
Šulentić Begić, J. (2013); Kompetencije učitelja primarnoga obrazovanja za poučavanje glazbe. Život i škola, Vol. 59, No. 29 (1/2013), 252‒269.
Tigelaar, D. E., Dolmans, D. H., Wolfhagen, I. H. et al. (2004). The development and validation of a framework for teaching competences in higher education. Higher education, Vol. 48, No. 2, 253‒268. https://doi.org/10.1023/B:HIGH.0000034318.74275.e4
Torrance, E. P. (1965). Rewarding creative behavior: Experiments in classroom creativity. Englewood Cliffs, NJ: Prentice-Hall Inc.
Vidulin, S. & Cingula, S. (2016). Kompetencije učitelja za razvoj pjevačkog umijeća u osnovnoj školi: metodički i vokalno-tehnički aspekti. Muzika, god. 20, br. 2, 42‒67.
Wiggins, R. & Wiggins, J. (2008). Primary music education in the absence of the specialists. International Journal of Education & the Arts, Vol. 9, No. 12, 1‒26.
Zatkalik, M. & Stambolić, O. (2005). Rečenica u tonalnoj instrumentalnoj muzici. Beograd: Univerzitet umetnosti, Fakultet muzičke umetnosti u Beogradu.