Performing a Class of MUsic Culture in Combined Departments with a Review of Methodical Performance

U ovom su radu uspoređeni sati glazbene kulture izvođeni od učitelja u kombiniranim odjeljenjima te studenata Učiteljskog fakulteta u Zagrebu u redovitim odjeljenjima sukladno s etodikom glazbene kulture. Nastavnim planom i programom (2006) određeni su ciljevi i zadaće nastave glazbene kulture kao i svakog pojedinog predmeta. Kompetentnost učitelja jedno je od primarnih čimbenka za izvođenje sati glazbene kulture. Ukoliko učitelj nije ili se ne osjeća potpuno kompetentan postoje razne radionice za izobrazbu koje bi mogle upotpuniti samu nesigurnost. U ostalom učitelj je onaj koji učenicima pomaže u stjecanje novih kompetencija, prevlada li osjećaj nesigurnosti učitelja razredne nastave, dovodi se u pitanje treba li sate glazbene kulture izvoditi predmetni učitelj. U radu su opisani sati glazbene kulture u kombiniranim odjeljenjima te spremnost učitelja za izvođenje sati glazbene kulture u takvom odjeljenju. Prikazani su i studentski osvrti na sate glazbene kulture u redovitom odjeljenju te njihova kompetentnost u samim počecima pripreme za učiteljsku struku. Dosta je prednosti i nedostataka u oba slučaja. Prednost studenata Učiteljskog fakulteta u Zagrebu je potpuna posvećenost jednom razrednom odjeljenju i jednom predmetu te točnija metodička izvedba. S druge strane učitelji kombiniranih odjeljenja imaju iskustvo, znanje te poznanstvo vlastitih učenika. Usporedbom došli smo do zaključka kako pomoć predmetnih učitelja nije potrebna uz snalažljivost i znanje kakvo imaju naši učitelji.This thesis compares Music classes taught by teachers in combined classes with the Music classes taught by students of the University of Zagreb’s Faculty of Teacher Education in single-grade classes. National Curriculum for Elementary Schools (2006) sets out objectives and outcomes of teaching Music and other elementary school subjects. Teachers’ competence is crucial for teaching Music. If the class teacher is not competent or does not feel competent, they may attend training workshops in order to improve their skills. Since it is the teacher who helps pupils acquire new skills, the lack of confidence that a class teacher might feel with respect to its skills in teaching Music raises the question of whether Music classes should instead be taught by Music teachers. This thesis looks at the methodology of teaching Music in combined classes and analyses the teachers’ skills for teaching Music in such classes. The thesis also includes the students’ reviews on Music classes in single-grade classes and an assessment of the students’ competence in teaching Music at the very beginning of their teaching carriers. Pros and cons have been identified in both cases. On one hand, students of the University of Zagreb’s Faculty of Teacher Education were able to fully dedicate themselves to a single class and a single subject and were better at applying the methodology for teaching Music. On the other hand, teachers teaching in combined classes were highly experienced and knew their pupils very well. Having compared the two, I can conclude that, given the knowledge and expertise of class teachers in Croatia, the assistance of Music teachers in Music classes is not necessary