Musical activity of pupils of the the 3rd grade, inside and autside of school

Glasba ima na človeka veliko pozitivnih vplivov, še posebej velik vpliv pa ima na otroke in na njihov intelektualni, osebnostni in socialni razvoj. S poslušanjem, izvajanjem in ustvarjanjem glasbe razvijajo otroci pozitivne vedenjske vzorce, samopodobo, so učno uspešnejši in imajo boljšo koncentracijo. Vpliv glasbe je večji, če se otrok z glasbo ukvarja aktivno. Namen magistrskega dela je bil preučiti, koliko so učenci 3. razredov glasbeno aktivni v šoli in zunaj nje in kakšne so razlike pri dojemanju glasbe, urah glasbene umetnosti, interesnih glasbenih dejavnostih in pri družinskem okolju med učenci, ki so zunajšolsko glasbeno aktivni in med tistimi, ki niso. V teoretičnem delu je opisana glasba in njeni pozitivni učinki, glasbena umetnost kot pomemben faktor celostnega otrokovega razvoja in dejavnosti pri pouku glasbene umetnosti, predstavili smo tudi interesne dejavnosti in z njimi povezane glasbene interesne dejavnosti. Dotaknili smo se izobraževanja zunaj šole, še posebej smo izpostavili glasbene šole, opisana pa je tudi motivacija, ki je v procesu glasbenega izobraževanja zelo pomembna. Empirični del smo izvedli s pomočjo sedmih tretjih razredov šol občine Šentjur. Podatke smo zbrali z anketnim vprašalnikom, obdelali pa smo jih na nivoju deskriptivne statistike, uporabljen je bil hi kvadrat-preizkus. Rezultati so pokazali, da je učencem glasba pomembna in da imajo predmet glasbena umetnost radi. Ugotovili smo, da se pojavljajo razlike med učenci, ki obiskujejo zunajšolsko glasbeno aktivnost in med tistimi, ki je ne, in sicer v tem, da si učenci, ki se ukvarjajo z glasbo zunaj šole želijo še več ur glasbene umetnosti, pri urah tudi bolj sodelujejo in si želijo tudi več glasbenih aktivnosti pri pouku kot učenci, ki se z glasbo zunaj šole ne ukvarjajo. Prav tako obiskujejo več glasbenih interesnih dejavnosti in si želijo, da bi bilo na šoli ponujenih še več le teh. Ugotovili smo, da obisk glasbene šole staršev ne vpliva na obisk zunajšolskih glasbenih aktivnosti njihovih otrok in, da večinoma tisti učenci, ki obiskujejo zunajšolske glasbene aktivnosti počnejo doma s starši nekaj v zvezi z glasbo in da pogosteje obiskujejo glasbene prireditve s starši kot učenci, ki zunajšolskih glasbenih aktivnosti ne obiskujejo, ne bi pa mogli potrditi, da je tako tudi pri gledanju glasbenih televizijskih oddaj. Iz rezultatov lahko sklepamo, da se učenci, ki obiskujejo zunajšolske glasbene aktivnosti na glasbenem področju razlikujejo od tistih učencev, ki zunajšolskih glasbenih aktivnosti ne obiskujejo in da se je pomembno zavedati, da je potrebno otroke spodbujati pri njihovem glasbenem izobraževanju, saj jim to pomaga pri njihovem celostnem razvoju.Music influences people in many positive ways, it especially has great influence on children and their intellectual, personal and social development. By listening to, performing and creating music, children develop positive behavioural patterns, self-image, they improve their learning and their concentration. The influence of music is greater if the child is actively involved with music. The purpose of the master\u27s thesis was to examine to which degree pupils of the third grade are actively involved with music inside and outside of school, what are the differences in the perception of music, musical art classes, optional compulsory musical activities and in the family environment amongst pupils which are actively involved with music outside of school and those that are not. The theoretical part describes music and its positive effects, musical art as an important factor of the integral development of the child and the activities during musical art classes. We also presented the optional compulsory activities and the optional compulsory musical activities connected with these. We briefly described the education outside of school, we especially highlighted music schools. We also described the motivation, which is very important in the process of musical education. We conducted the empirical part with the help of seven third grade classes of schools of the municipality Šentjur. We collected data with a survey questionnaire and processed it at the level of descriptive statistics, we used the chi-squared test. The results showed that music is very important for the pupils and that they like the musical art classes. We found that differences occur between students who attend extracurricular musical activities and those who do not. The students who are actively involved with music outside of school namely want even more musical art classes, they are more actively involved during these classes and want more musical activities during school than pupils which are not actively involved with music outside of school. They also attend more optional compulsory musical activities and wish that the school would offer more of these. We found that whether the parents attended a music school has no influence on the attendance of extracurricular musical activities of their children and that children that attend extracurricular musical activities are more likely to engage in musical activities with their parents at home and that they more often visit musical performances with their parents than pupils which do not attend extracurricular musical activities. We can not however confirm that the same applies to watching musical television shows. From the results we can conclude that pupils which attend extracurricular musical activities differ in the field of music from those pupils who do not attend extracurricular musical activities and that it is important to be aware of the fact that children need to be encouraged in their musical education, because it helps them in their integral development