Creating music in class teaching

Stvaralaštvo je individualni fenomen jer se stvaralaštvom ostvaruje specifični izričaj pojedinca. O samom pojmu glazbenog stvaralaštva postoje brojne rasprave jer još uvijek nije utvrđena prihvatljiva definicija koja govori što je ono i što predstavlja. Tekstovi za koje znamo objasnili su taj fenomen na način da su se bavili proučavanjem života i djela nekih skladatelja. Na taj način možemo saznati mnogo o glazbenom stvaralaštvu, ali još uvijek nitko nije ponudio odgovor na pitanje odakle skladatelju dolaze glazbene ideje i zašto su one baš takve. Diplomski rad usmjeren je na glazbeno stvaralaštvo u razrednoj nastavi, koliko ga često učitelji provode na nastavi Glazbene kulture te upoznatost učitelja s tim pojmom i glazbeno-stvaralačkim aktivnostima. Cilj je istraživanja ispitati usmjerenost, poticaj i upoznatost učitelja u virovitičko-podravskim školama s glazbenim stvaralaštvom. Također, uz to koliko često i način na koji učitelji provode glazbeno stvaralaštvo, istraživanjem se ispitalo zašto pojedini učitelji ne koriste glazbeno stvaralaštvo u nastavi te koje aktivnosti provode ako ne provode glazbeno stvaralaštvo na nastavi. Rezultati istraživanja pokazuju da su učitelji upoznati s pojmom glazbeno stvaralaštvo, ali ga slabo provode u nastavi Glazbene kulture. Isto tako učiteljima je problem povezivanje glazbenog stvaralaštva s ostalim glazbenim aktivnostima. Pokazalo se da učitelji osjećaju nedovoljnu kompetentnost za provođenje tih aktivnosti te da bi se osjećali kompetentnije kada bi im se nudilo i kada bi postojalo više radionica i edukacija koje su usmjerene na ovo područje. Učitelji shvaćaju koliko je važno provoditi ovakve aktivnosti u nastavi, ali ipak takve aktivnosti im nisu toliko zastupljene na satu kao ostale glazbene aktivnosti.Creativity is an individual phenomenon through which an expression of a person can be accomplished. The term of musical creativity is still a topic of many discussions because the definition of musical creativity, which would define what exactly musical creativity is and what does it represent, is not quite yet determined. Some documents and texts which explained the phenomenon of musical creativity show us that some research was based on studies of lives and opuses of composers themselves. By researching lives and opuses of composers lots of information can be found but still nobody has offered explanation for questions how composers get their ideas and why are the ideas the way they are. This graduate thesis is concentrated on musical creativity in primary school education, frequency of implementation of musical creativity in Music, teachers’ familiarity with the term of musical creativity and teachers’ familiarity with creative music activities. The purpose of the research is to analyze teachers’ orientation, encouragement and familiarity with the term of musical creativity in primary schools located in Virovitica-Podravina County. Besides the frequency and the ways in which teachers conduct musical creativity the research analyzes some teachers’ reasons for not conducting creative music activities and which activities do they conduct during classes instead. The results of the research show that the teachers are familiar with the term of musical creativity, but they rarely conduct such activities during Music classes. Also, the teachers have pointed out difficulties of connecting creative music activities with other musical activities. Teachers have shown that they do not feel overly competent to conduct creative musical activities and that they would feel much more competent if they were offered to participate in greater number of musical workshops and educations and if there were more musical workshops and educations. Even though the teachers realize the importance of creative music activities they do not conduct such activities as much as other musical activities during their Music classes