The meaning of musical activities for pupils

Rezultati raziskav ugotavljajo, da so glasbene aktivnosti otrok (v predšolskem in šolskem obdobju) pri glasbenem pouku pomembne. Pri izvajanju različnih glasbenih dejavnosti se pri otrocih, poleg glasbenih, spontano razvijajo splošne osebnostne lastnosti, kot so sposobnost zaznavanja, pozornosti, motorične spretnosti, jezikovne komunikacije, socialnega vedenja in znanja. Pravilno izbrane glasbene vsebine in dejavnosti (poslušanje, izvajanje in ustvarjanje) so povezane tudi z otrokovim estetskim, moralnim, telesnim in intelektualnim razvojem (Campbell 2004Čebulc 2009Denac 2002Habe 2006Günther 1998Sicherl-Kafol 2001Slosar 2002). Z različnimi glasbenimi aktivnostmi namerno izzovemo in vodimo raznovrstne psihološke procese, ki pomembno vplivajo na vsa področja otrokovega razvoja in počutja ter usmerjajo njegove dejavnosti. Glasbene aktivnosti pomembno prispevajo k večji splošni uspešnosti učencev pri pouku, k njihovemu splošnemu razvoju in počutju, vplivajo na razvoj učenčeve čustvene stabilnosti, ustvarjalnosti, socialnosti, ekstra-/ introvertiranosti, psihomotorike, zbranosti in usmerjene pozornosti, motivacije, samozavesti in samopodobe, uspešnosti učenja, inteligentnosti in logičnega mišljenja. Glasba je tudi sredstvo za omiljenje različnih nevroz, za sproščanje, odpravljanje stresnih situacij in za izboljšanje počutja učencev (Slosar 1999). Rezultati raziskave (Kopačin 2011) so potrdili, da so povezave med izvajanjem in aktivnim sodelovanjem učencev pri glasbenih dejavnostih zelo pomembne za splošno uspešnost pri pouku in uspešnost pri posameznih predmetih (slovenski jezik, matematika, športna vzgoja, tuj jezik) ter inteligentnost.The results of the researches find that musical activities for children (in the pre- -school and school period) during music lessons, which make them possible and also "demand" them, are important to spontaneously develop, beside the musical characteristics, also general personality characteristics, such as the ability of perception, attention, motor skills, verbal communication, social behavior and knowledge. Appropriately chosen musical contents and activities (listening, performing and creating) are also connected with the child\u27s aesthetic, moral, physical and intellectual development (Campbell 2004Čebulc 2009Denac 2002Habe 2006Günther 1998Sicherl-Kafol 2001Slosar 2002). With different musical activities we intentionally challenge and lead diverse psychological processes which significantly influence all areas of children\u27s development and state of mind, guiding their activities. Musical activities significantly contributes to the general success of pupils at school, to their general development and state of mind, it impacts the development of their emotional stability, creativity, social skills, extroversion/introversion, psychomotor skills, concentration and guided attention, motivation, self-confidence and self-esteem, successful learning, intelligence and logical thinking. Music is also a way to mitigate neuroses, a way to relax, to eliminate stressful situations and to improve the state of mind of the pupils (Slosar, 1999). The research results (Kopačin 2011) have confirmed the findings that the connections between performing and the active participation of the pupils in musical activities, are very important for general success at school and the success at specific subjects (Slovene language, mathematics, gym, foreign language) and intelligence