THE ATTITUDE OF LOWER MUSIC SCHOOL LEARNERS TOWARDS THE LEARNING CONTENT AT MUSICAL INSTRUMENT LESSONS

Glasbena vzgoja ima pri razvoju posameznika velik pomen, zato si prizadevamo za čim bolj kakovostno izobraževanje tako v splošno vzgojno-izobraževalnih ustanovah kot tudi v strokovnih, to je glasbenih šolah. Ker želimo otroke navdušiti za vrednote, ki jih ponuja glasbena umetnost, je zelo pomembno, kako pristopamo k uresničitvi tega cilja. Osredotočiti se moramo na kakovostno vodenje otroka, ki zahteva visoko strokovno glasbeno in pedagoško znanje učitelja, ter na sprotno preverjanje učenčevega napredka in odnosa do glasbenih vsebin, s katerimi se srečuje pri pouku inštrumenta. V teoretičnem delu diplomske naloge so obravnavani različni načini vzgoje učencev v glasbenih šolah, s pomočjo katerih naj bi znali vrednotiti umetniško glasbo in jo razlikovati od drugih glasbenih zvrsti. S tem spoznanjem bi znali razlikovati med kakovostno in manj kakovostno glasbo. Namen raziskave pa je bil ugotoviti, kako vzpostaviti pozitiven odnos med učiteljem in učencem, med učencem in učno snovjo, da bi učenec dozorel v ljubitelja glasbene umetnosti in/ali osebnost, ki se bo z glasbo ukvarjala profesionalno. Empirični del diplomskega dela smo izvedli s pomočjo ankete med učenci, ki obiskujejo glasbeno šolo. Z analizo odgovorov smo ugotovili, da so se za obisk glasbene šole odločili večinoma po svoji volji in zaradi veselja do glasbe. Skladbe, ki so v programu pri pouku na nižji stopnji glasbene šole, bi bilo treba prilagoditi glede na zmožnost učenca, klasični glasbi pa bi bilo treba nameniti več pozornosti. Z izbiro inštrumenta so anketirani večinoma zadovoljni in so se zanj odločili po lastni volji. Z delom mentorja se anketiranci strinjajo in si ne želijo nobenih sprememb. Trema pred in med nastopom je še vedno težava, vendar bi jo bilo mogoče z ustrezno motivacijo in spodbujanjem učencev pri igranju inštrumenta postopno odpraviti. Tako bi učenci tudi rajši nastopali. Šolski orkestri so zelo priljubljeni, prav tako program, ki ga učenci igrajo. Anketirani imajo najraje pouk inštrumenta, vendar sta prav tako pomembna nauk o glasbi in orkester, zato bi ju bilo smiselno izenačiti s poukom inštrumenta. Prav tako bi bilo treba nameniti večji poudarek veselju do petja. Anketirani se v glasbeni šoli počutijo dobro in večinoma ne bi spreminjali ničesar.Music education is of great importance in the development of every individual. Thus we try to achieve the most qualitative education possible, in general educational organisations, as well as in professional and music schools. Because we want children to experience the values which the music art offers, it is very important how to approach to the fulfilment of this goal. We have to focus on the qualitative guidance of children, which demands high professional music and pedagogical knowledge from the teacher and regular assessment of learner progress and the learners’ attitude towards the learning content, which they encounter at musical instrument lessons. The theoretical part of the present diploma paper talks about different methods of education in music schools, which should enable pupils to value artistic music and distinguish it from other kinds of music. Thus pupils should learn to distinguish between qualitative and less qualitative music. The goal of the research was to determine, how to set up a positive relationship between the teacher and the learner, between the learner and the learning content, in order for the learner to develop into a lover of music art and/or into a person who is professionally involved with music. The empirical part of the paper was carried out through a questionnaire among the learners at music school. Through the analysis we found out that most of them decided voluntarily to visit music school because of love for music. Musical works in the program should be adjusted according to learner ability, more importance should be given to classical music. Most of the questioned learners are satisfied with the choice of the instrument, they have chosen it voluntarily. They are satisfied with the work of their mentor and do not wish to change anything. Stage fright still presents a problem, however, the right motivation and encouraging of learners while playing the instrument can help to lessen this problem. The result would be a greater anticipation and joy of performing. The school orchestra is very popular, as well as the program, which the learners play. The favourite subject is the instrument, however, the theory about music and the orchestra are also important and it would be reasonable to put them side to side with the instrument. More attention should be given to promote the joy of singing. Learners enjoy being at music school and would not change anything in most cases