The attitude of primary school teachers towards singing in Musical Art

V diplomskem delu smo obravnavali tematiko petja pri pouku glasbene umetnosti z vidika učiteljev razrednega pouka. V teoretičnem delu smo najprej predstavili vplive glasbe na različnih področjih otrokovega razvoja. Nato smo se osredotočili na opis dejavnikov, ki vplivajo na oblikovanje učiteljevega odnosa do petja (družina, vrstniki, učitelji, širše okolje). Dotaknili smo se vloge razrednega učitelja pri poučevanju petja in opredelili pevsko dejavnost skozi načrtovanje ter izvajanje pouka glasbene umetnosti. V nadaljevanju smo podrobneje opredelili vokalno tehniko in skrb za glas. V empiričnem delu smo s pomočjo anketnega vprašalnika, ki smo ga sestavili na podlagi teoretičnih izhodišč in lastnih izkušenj, ugotavljali mnenja učiteljev razrednega pouka o njihovem odnosu do petja, njihovi usposobljenosti za poučevanje petja ter odnosu do lastnega glasu. Vzorec je zajemal 143 učiteljev razrednega pouka, ki poučujejo glasbeno umetnost od 1. do 5. razreda v šolskem letu 2015/2016, iz naključno izbranih slovenskih osnovnih šol. Iz raziskave so bili izvzeti predmetni učitelji, ki poučujejo glasbeno umetnost na razredni stopnji. Rezultati so pokazali, da učitelji radi prepevajo ter se ob tem počutijo dobro in samozavestno. Največ anketirancev meni, da je prav družinsko okolje igralo največjo vlogo pri razvoju njihovega pozitivnega odnosa do petja. Stališča učiteljev glede nadgradnje njihovega znanja o petju in vokalni tehniki so se razlikovala glede na starostno skupino. Učitelji razrednega pouka iz starostne skupine 20–35 let si večinoma želijo poglobiti znanje o petju in vokalni tehniki, medtem ko si učitelji iz starostne skupine 51–65 let tega ne želijo, ker menijo, da to področje večinoma že obvladujejo. Rezultati raziskave so pokazali tudi, da večina učiteljev ustrezno skrbi za svoj glas, vendar pa imajo občasno težave s hripavostjo.The subject of a matter in my thesis was singing in Musical Art through primary school teachers’ point of view. In theoretical part we introduced how music leaves an impact on different areas of child development. Secondly, we focused on describing factors such as family, peers, teachers and the wider environment, that have an important role in developing the attitude of primary school teachers towards singing. We described the role of a primary school teacher in teaching children how to sing and we defined singing activity through the process of planning and performing it at Musical Art. Furthermore, we described vocal technique and vocal care. With the use of questionnaires in the empirical part that was based on theoretical facts and our own experiences, we aimed to discover teachers’ opinions on their: attitude towards singing, competence for teaching singing and attitude towards their vocal care. The pattern included 143 primary level teachers that teach Musical Art from first to fifth grade in year 2015/2016 from randomized Slovenian primary schools. The music teachers who teach Musical Art on primary level were taken out from the research. The results showed that teachers love to sing and that they feel good and confident while singing. The majority said that family played the key role in developing their positive attitude towards singing. The teachers’ opinions on upgrading their knowledge of singing and vocal technique have varied based on different age groups. The primary teachers from the group 20–35 years want to upgrade their knowledge of singing and vocal technique. Meanwhile, teachers from the group 51–65 years do not want to improve their knowledge because in their opinion they already know enough about singing and vocal technique. The results of the research also showed that primary teachers take care of their vocals properly but sometimes they suffer from hoarseness