EMOTIONAL EVALUATION OF MUSIC GENRES IN THE FOURTH AND SEVENTH GRADE OF ELEMENTARY SCHOOL

Današnji mediji omogočajo obkrožanje ljudi z najrazličnejšo glasbo na vsakem koraku. Razprav o glasbeno lepem je veliko, vendar kljub temu posameznih glasbenih zvrsti ne moremo primerjati, saj ima vsaka svojo specifičnost, v vsaki najdemo dobro in slabo. Da bi otroku pomagali razvijati njegov glasbeni okus in ga ozaveščati za presojo glasbenih vrednot, ga moramo znati voditi skozi ta proces glasbene socializacije, ga vzgajati in izobraževati, da bo znal kritično poslušati, sam presojati ter vrednotiti, kaj je, in kaj ni kvalitetna glasba. Namen diplomskega dela je bil s pomočjo glasbenih primerov ugotoviti, kako učenci četrtih in sedmih razredov emocionalno (čustveno) doživljajo predvajano glasbo, jo vrednotijo, preferirajo na podlagi všečnosti ter kaj vpliva na glasbeno všečnost posameznika. Rezultati raziskave so pokazali, da učenci predvajano glasbo precej raznovrstno čustveno vrednotijo in med popularno ter sodobno klasično glasbo najbolj preferirajo popularno glasbeno zvrst. Slednja glasbena zvrst je fantom ljubša, medtem ko dekleta bolj kot fantje višje ocenjujejo sodobno klasično zvrst. Rezultati tudi kažejo, da popularno glasbo nekoliko bolj preferirajo učenci podeželskih šol, saj so v primerjavi z njimi učenci mestnih šol pogosteje izbirali sodobno klasično glasbo. Ugotovili smo, da obstajajo vidna razlikovanja med glasbeno nedejavnimi in glasbeno dejavnimi učenci. Slednji na podlagi všečnosti višje ocenjujejo sodobno klasično glasbo kot učenci, ki se z glasbeno dejavnostjo ne ukvarjajo. Dobljeni rezultati nam hkrati prikazujejo, da med četrtošolci in sedmošolci ni večjih odstopanj glede všečnosti predvajane glasbe, obstajajo pa bistvene razlike v utemeljevanju izbora všečne glasbe. Z rezultati raziskave smo prišli tudi do spoznanja, da glasbeno dejavni učenci doživljajo sodobno klasično izvedbo bolj pozitivno kot glasbeno nedejavni učenci. Na podlagi teh ugotovitev lahko govorimo o pozitivnem vplivu glasbe na otrokovo sprejemanje, doživljanje in vrednotenje glasbenih prvin, ki se pri posamezniku v okviru glasbenih dejavnostih še posebej razvijajo.Today\u27s social media offers vast possibilities for people to listen to different kinds of music at every corner. There are many discussions regarding music values but some types of music still cannot be compared because of their own specifications. Each of them has their own advantages and disadvantages. During the process of music socialization, to help your child develop their taste in music and raise their awareness of the assessment in musical values we should be able to guide the child, bring them up, educate and teach them how to listen critically, judge and evaluate what is, above all, high quality music and what is not. Using music samples, the objective of the diploma paper was to find out how fourth and seventh grade pupils emotionally evaluated music, how they experienced it and therefore, as pleasure, which they preferred most and what influenced their individual music likeness. Our results have showed that pupils have quite different emotional evaluations on music being played. They prefer popular to contemporary classical music. The latter musical type is mostly preferred by boys while girls rated the contemporary classical music higher than boys. The results have also shown higher preference for popular music among rural pupils. On the other hand urban pupils had more often chosen contemporary classical music. We have found significant distinction between musically inactive and musically active pupils. The latter, on the basis of pleasure, had given a higher estimate to contemporary classical music while musically inactive pupils had different estimations. The results have also shown no significant variations between fourth and seventh grade pupils regarding the pleasure of music being played but significant differences played a role in justifying the selection of music according to the pleasure experienced. Including research results, we have also come to the conclusion that musically active pupils have much positive experience in contemporary classical music than musically inactive ones. Based on such findings, we can state that music positively affects the child’s acceptance as well as experience and evaluation of musical elements that especially developed within the individual during activities related to music