The development of melodic and rhytmic ear for music with children aged 5 to 6

Glasba je del področja umetnosti v Kurikulumu za vrtce, zato mora biti v vrtcu obvezno prisotna. V teoretičnem delu naloge smo v začetku opisali pomen glasbe v človekovem življenju, nadaljevali pa smo z načrtovanjem glasbene vzgoje v vrtcu. V poglavju smo opisali, kako se vzgojitelj pripravi na glasbene dejavnosti, kaj mora pri načrtovanju upoštevati ter katere metode, oblike dela in sredstva lahko pri dejavnosti uporabi. V nadaljevanju smo se osredotočili na razvoj glasbenih sposobnosti, predvsem na melodični in ritmični posluh, in na glasbene dejavnosti, s katerimi ju razvijamo. V empiričnem delu smo ugotavljali vpliv eksperimentalnega programa na razvoj otrokovega melodičnega in ritmičnega posluha. Raziskavo smo izvedli v skupini dvaindvajsetih otrok, starih od pet do šest let. V obdobju od marca do maja smo devet petkov izvajali glasbene dejavnosti, pred njimi pa smo izvedli še tri različne teste, s katerimi smo preverili trenutno razvitost melodičnega in ritmičnega posluha otrok. Po treh mesecih smo teste ponovili, da smo preverili napredek. Ugotovili smo, da smo z glasbenimi dejavnostmi dosegli višjo stopnjo razvitosti melodičnega in ritmičnega posluha. V primerjavi melodičnega in ritmičnega posluha smo ugotovili, da imajo otroci pri tej starosti bolj razvite ritmične sposobnosti.Music is a part of the arts section of the preschool curriculum, which is why it has to be included in preschools. The theoretical part of the thesis starts off with a description of the importance of music in a person’s life and continues with a plan for musical education in preschool. This chapter describes how teachers prepare for musical activities, what they have to take into account when they are planning lessons, and which methods, approaches, and tools they can use for their activities. The next part focuses on the development of musical abilities, mostly the development of musical ear for melody and rhythm, and musical activities that can be used to develop these abilities. For the empirical part of the thesis, we were researching the influence of an experimental programme on the development of a child’s musical ear for melody and rhythm. The research was carried out in a group of 22 children aged between 5 and 6. In the period from March to May 2018, we carried out musical activities every Friday for 9 weeks. Before the start, we prepared three different tests with which children’s musical ear for melody and rhythm was measured. After three months, the children took the test again, so that their progress could be measured. We discovered that these activities helped them reach a higher level of development of their musical ear for melody and rhythm. When we compared the higher level of the development musical ear for melody and rhythm, we discovered that children’s rhythmic abilities are better developed than their melodic abilities