Musical creativity in the child\u27s preeschool period

Otroci v sebi nosijo ustvarjalne potenciale. Glasba jim omogoča, da v njej svobodno ustvarjajo, izražajo svoja občutja in spoznavajo sebe ter druge. Naloga odraslih je, da otroškim glasbenim dosežkom pozorno prisluhnemo in da otroke s svojim vedenjem ter pričakovanji vodimo do celovite izgradnje njihovih glasbenih potencialov. Cilj diplomskega dela je bil načrtovati in izvajati didaktične enote v okviru glasbene dejavnosti ustvarjanja v glasbi in ob glasbi. V raziskavi, v katero smo vključili 2–3 in 4–5 let stare otroke, smo pri usmerjenih in neusmerjenih glasbenih dejavnostih spremljali interes in občutja otrok pri ustvarjanju v glasbi in ob glasbi ter kvaliteto glasbenega ustvarjanja in analizirali učinkovitost ciljne strukture priprave. Prišli smo do ugotovitev, da je večina otrok med glasbenim ustvarjanjem izražala veselo razpoloženje, največ občutkov strahu ali nezadovoljstva pa so izrazili otroci pri vokalnem ustvarjanju. Izkazalo se je, da so otroci 2. starostnega obdobja za ustvarjanje v glasbi in ob njej potrebovali več spodbud vzgojitelja in večkrat izražali občutke strahu ali nezadovoljstva med glasbenim ustvarjanjem kot pa otroci 1. starostnega obdobja. Otroci 2. starostnega obdobja so v okviru naše raziskave tudi večkrat ustvarili izvirne instrumentalne vsebine. Največ načrtovanih ciljev so otroci v celoti dosegli na področju instrumentalnega ustvarjanja, najmanj pa na področju vokalnega ustvarjanja.Children carry creative potential within themselves. Music allows them to create freely, express their feelings and get to know themselves and others. The task of adults is to listen to children\u27s musical achievements carefully and to guide children with their behaviour and expectations to the comprehensive construction of their musical potentials. The aim of the diploma work was to plan and implement didactic units within the musical activity of creation in music and with music. In the research, which included 2-3 and 4-5-year-old children, we monitored the interest and feelings of children in creating in music and with music and the quality of musical creation in directed and non-directed musical activities and analysed the effectiveness of the target preparation structure. We found out that most children expressed a cheerful mood during musical creation, and most feelings of fear or dissatisfaction were expressed by children in vocal creation. It turned out that children of the second age group needed more encouragement from the educator to create in music and that feelings of fear or dissatisfaction during music creation were expressed more often than with children of the first age period. Children of the 2nd age period also created original instrumental contents several times as a part of our research. The most planned goals were achieved in the field of instrumental creation, and the least in the field of vocal creation