Rhythmic and melodic accompaniment of five - and six year-olds

V ospredju diplomskega dela z naslovom Igranje ritmičnih in melodičnih spremljav pet- in šestletnih otrok je ena izmed najpogostejših glasbenih dejavnosti igranje na glasbila. Namen dela je pripraviti starostni stopnji primerne zapise spremljave otroških pesmi za izvajalski sestav manjših skupin predšolskih in šolskih otrok ter njihovo ustreznost preveriti na delavnicah. V teoretičnem delu smo opredelili in predstavili Carla Orffa ter njegov inštrumentarij, opisali smo razvoj otrokovih glasbenih sposobnosti in razvoj posluha. Navedli smo načine spremljanja in analizirali izbrane pesmi za delavnice, ki smo jim napisali spremljave, in le-te zapisali v otrokom prilagojene zapise. V empiričnem delu smo pri predšolskih in šolskih otrocih z metodo praktičnega dela na podlagi zapisov, ki so bili prilagojeni otrokom, preverjali, koliko ponovitev potrebuje vsak otrok, da pravilno zaigra na določeno glasbilo. V raziskavi je sodelovalo 16 otrok, od tega osem iz predšolske skupine in osem iz šolske. Za preverjanje smo uporabili 5 otroških pesmi, katerim smo zapisali spremljave na Orffova glasbila in to spremenili v otrokom prilagojene zapise. Na podlagi pridobljenih rezultatov smo ugotovili, da sta obe skupini pri igranju spremljav z Orffovimi glasbili napredovali. Raziskava je pokazala, da so bili šolski otroci bolj uspešni pri igranju na Orffova glasbila, saj so potrebovali le eno ali dve ponovitvi za določeno glasbilo.The main topic of the following diploma thesis entitled Rhythmic and melodic accompaniment of five- and six-year-olds is playing musical instruments, which is one of the most common musical activities. The aim of the thesis is to prepare age-appropriate musical notations for children\u27s songs to be performed in small groups of preschool and school children and to check their suitability in workshops. In the theoretical part, we defined and presented Carl Orff and his instrumentation, described the development of children\u27s musical abilities and the development of musical hearing. We listed different types of accompaniment and analysed selected songs for the workshops. Accompaniments to these songs were written and converted into musical notations adapted to children. In the empirical part, practical work based on the adapted musical notations was performed. We observed preschool and school children to check the number of repetitions each child needed in order to play a particular instrument correctly. 16 children were included in the research, of which eight belonged to the preschool group and eight to the school group. We selected five children\u27s songs, wrote their musical notations to be played on Orff\u27s musical instruments, and adapted them for children. Based on the obtained results, we found that both groups made progress in playing accompaniments with Orff instruments. Research has shown that school children were more successful at playing Orff instruments since they only required one or two repetitions for a particular instrument