PRESCHOOL MUSIC EDUCATION IN THE SLOVENIAN AND GERMAN CURRICULUM AREA

Temeljni namen je pridobiti in zapisati razlike med posameznima kurikularnima glasbenima področjema. Podrobneje je razčlenjen splošno predšolski, osnovnošolski ter nadaljnji vzgojno-izobraževalni sistem. Opredeljen in podkrepljen je z ustreznimi sistemskimi zakonskimi akti (zakoniki) in predstavljen v integraciji z vzgojno-izobraževalnimi pristojnimi organi. Poglavitna je razdelitev glasbenega kurikularnega segmenta glede na posamezno državo. Ugotovljeno je, da je nemški glasbeni kurikul z vidika kompetenc precej bolj sistematično razčlenjen (osebne, družbene, strokovne in učno-metodične kompetence) kot slovenski kurikul. Uvideli smo podobnost pri splošnih glasbenih ciljih. V nemškem glasbenem prostoru ni bilo zaslediti generalne delitve ciljev glede na kronološko starost. Zaznali smo razliko pri delitvi glasbenih dejavnosti pri nas in v nemškem prostoru. V Sloveniji že v osnovni delitvi razdelimo glasbene dejavnosti na glasbeno izvajanje, ki se deli na petje pesmi in igranje na glasbila. Sledi poslušanje glasbe, ustvarjanje v glasbi in ob glasbi ter razvijanje glasbenih sposobnosti in spretnosti. V Nemčiji je osnovna delitev glasbenih dejavnosti naslednja: petje, igranje na instrumente, glasba in gibanje, zaznavanje in doživljanje glasbe, mišljenje in simboliziranje ter povezava glasbe z drugimi oblikami ustvarjalnih dejavnosti kot sta govorjenje in scenska igro (gledališče).The fundamental purpose of the thesis is to obtain and to record the differences between the two curricular areas of music. The overall pre-school, primary and the continuing education system are explained in details. The first section is supported with the appropriate fundamental legal acts and is presented in complied integration with the competent educational authorities. The division of the music curriculum segment depends on different countries. It is established, that in terms of competences the German music curriculum is much more systematically broken down as slovenian (personal, social, professional and educational-methodical competences). There is a resemblance in general musical goals. In the German music area there is no general division of goals. We have detected a difference in the distribution of musical activities in our country and in German. In Slovenia the performance of music is divided in singing and playing musical instruments, following listening to the music, creation of music and creating while listening to the music and development of musical abilities and skills. In Germany the basic structure of musical activities consists of: singing, playing instruments, music and movement, perception and experience of music, thinking and symbolizing and the connection of music with other forms of creative activities as speaking and theatrical play (theater)