INTRODUCING MUSIC ACTIVITIES IN THE FIRST CYCLE BY MEANS OF DIDACTIC GAMES

V diplomskem delu z naslovom Uvajanje glasbenih dejavnosti v prvi triadi s pomočjo didaktičnih iger je obravnavana vloga ter pomen didaktičnih iger, pomen glasbe za učence ter razvrstitev glasbeno-didaktičnih iger glede na vsebino. Za vsak cilj glasbene vzgoje v prvi triadi je izbrana ter oblikovana didaktična igra, ki pomaga učitelju doseči želeni cilj pri učencih, hkrati pa je zanje zanimiva. V empiričnem delu smo s pomočjo anketnega vprašalnika želeli ugotoviti, kako pomembne so za učitelje didaktične igre pri pouku glasbene vzgoje, kako pogosto jih vključujejo, v katerem delu učne ure jih najpogosteje izvajajo ter iz kje jih črpajo. Zanimalo nas je tudi, kakšno mnenje imajo o izbiri didaktičnih iger za pouk glasbene vzgoje ter ali obstajajo statistično značilne razlike v odgovorih med učitelji glede na razred poučevanja ter na leta delovnih izkušenj. Ugotovitve so pokazale, da se statistično značilne razlike pojavljajo pri pogostosti črpanja didaktičnih iger preko spleta, in sicer glede na leta delovnih izkušenj, prav tako se statistično značilne razlike pojavljajo pri izmenjevanju didaktičnih iger s sodelavci, in sicer glede na razred poučevanja. Statistično značilne razlike so se pokazale tudi v samostojnem oblikovanju didaktičnih iger za pouk glasbene vzgoje, in sicer glede na leta delovnih izkušenj. Pri analizi ostalih odgovorov statistično značilnih razlik glede na razred poučevanja ali leta delovnih izkušenj ni bilo. Glede na rezultate naše raziskave bi bilo dobro, da bi se učitelji medsebojno bolj povezovali ter si izmenjevali didaktične igre, saj bi tako nastal pester ter kvaliteten nabor didaktičnih iger za pouk glasbene vzgoje. Težave z njihovim pomanjkanjem bi se tako bistveno zmanjšale.The thesis Introducing Music Activities in the First Cycle by Means of Didactic Games deals with a role and importance of didactic games, importance of music for pupils and a classification of didactic games according to their content. For each aim of music education in the first cycle, there is chosen and designed a didactic game, which should help a teacher at achieving a preset aim and is at the same time interesting for pupils. The empiric part of the thesis is based on a survey in order to establish the importance of didactic games at music education, the frequency of their use, which part of a lesson didactic games are usually carried out and their source. We were also interested in teachers’ opinion on the selection of didactic games for music education. Furthermore, it was our interest to find out if there are any statistically significant differences in teachers’ answers depending on a class they teach in and their work experience. The results have indicated statistically significant differences at frequency of finding didactic games over the Internet and self-initiative creation of them, which is correlated with years of work experience. Statistically significant differences are also noticeable in the exchange of didactic games among co-workers depending on a class they teach. The analysis of other questions has not suggested any significant differences connected to a class of teaching or years of work experience. Considering the results of our survey, it would be recommendable for teachers to co-operate and exchange their didactic games, which would form a collection of varied and quality didactic games for music education. Consequently, this would reduce the problems connected with lack of didactic games