Hostname: page-component-7c8c6479df-8mjnm Total loading time: 0 Render date: 2024-03-28T16:51:09.622Z Has data issue: false hasContentIssue false

The impact of teachers’ listening habits on how much listening activity is used in music lessons

Published online by Cambridge University Press:  02 March 2023

Vesna Svalina*
Affiliation:
Faculty of Education, Josip Juraj Strossmayer University of Osijek, Osijek 31000, Croatia

Abstract

This paper presents the results of a study conducted to determine the importance of listening to music in relation to other music activities in teaching music in Croatian primary schools, and whether teachers’ listening habits affect how much listening activity is used in music lessons. The results showed that in the teaching of music at the primary level of education, singing is most often performed and that this activity is the most important for the classroom teachers, while listening to music is second in terms of frequency and importance. Listening to music is more important to teachers who often listen to classical music in their leisure time than teachers who listen to this music occasionally, rarely or not at all. This difference in attitudes is also statistically significant.

Type
Article
Copyright
© The Author(s), 2023. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

CAMPBELL, P. S. (2005). Deep Listening to the Musical World. Music Educators Journal, 92(1), 3036. https://doi.org/10.2307/3400224 CrossRefGoogle Scholar
CARPER, K. (2001). The effects of repeated exposure and instructional activities on the least preferred of four culturally diverse musical styles with kindergarten and pre-k children. Bulletin of the Council for Research in Music Education, 151, 4150. https://www.jstor.org/stable/40319116 Google Scholar
COHEN, L., MANION, L. & MORRISON, K. (2000). Research Methods in Education (5th ed.). London: Routledge. [Google Scholar]Google Scholar
DE VUGT, A. (2017). European Perspectives on Music Education. In J. A. Rodriguez-Quiles (Hrsg.) (ed.) Internationale Pespektiven zur Musik(Lehrer)ausbildung in Europa (pp. 39–60). Potsdam: Universitätsverlag Potsdam. https://publishup.uni-potsdam.de/opus4-ubp/frontdoor/deliver/index/docId/10071/file/psm04.pdf Google Scholar
DELHAXHE, A. (ed.) (2009). Arts and Cultural Education at School in Europe. Brussels: Eurydice.Google Scholar
DOBROTA, S. (2012). Uvod u suvremenu glazbenu pedagogiju [Introduction in contemporary music pedagogy]. Split: Filozofski fakultet u Splitu – Odsjek za učiteljski studij [Google Scholar]Google Scholar
DOBROTA, S. & REIĆ ERCEGOVAC, I. (2016). Zašto volimo ono što slušamo: glazbeno-pedagoški i psihologijski aspekti glazbenih preferencija [Why we Love what we Listen to: Music-Pedagogical and Psychological Aspects of Musical Preferences]. Split: Filozofski fakultet u Splitu. [Google Scholar]Google Scholar
GETZ, R. P. (1966). The effects of repetition on listening response. Journal of Research in Music Education, 14, 178192. https://doi.org/10.2307/3344051 CrossRefGoogle Scholar
HARGREAVES, D. J. (1982). Preference and prejudice in music: a psychological approach. Popular Music and Society, 8, 1318. https://doi.org/10.1080/03007768208591190 CrossRefGoogle Scholar
HARGREAVES, D. J. (1984). The Effects of Repetition on Liking for Music. Journal of Research in Music Education, 32(1), 3547. https://doi.org/10.2307/3345279 CrossRefGoogle Scholar
JIN, Y. C. (1999). Relationship between preference for music styles and musical experience. (Doctoral dissertation, Michigan State University, 1999). Dissertation Abstracts International, 60, 1954A-1955A.Google Scholar
KERTZ-WELZEL, A. (2005). The Pied Piper of Hamenlin: Adorno on Music Education. Research Studies in Music Education, 25(1), 213. https://doi.org/10.1177/1321103X050250010301 CrossRefGoogle Scholar
KERTZ-WELZEL, A. (2009). Paradigms and Paradigm Shifts in German Music Education. Musiikkikasvatus, 12(1), 6983. [Google Scholar]Google Scholar
KUZMICH, N. (2005). Whither the study of western art music? Canadian Music Educator: Musicien éducateur au Canada, 46 (3), 34.Google Scholar
MCANALLY, E. A. (2007). Meaningful Listening for Middle and High School Students. Teaching Music, 15(1), 2226. [Google Scholar]Google Scholar
MOSKOVITZ, E. M. (1992). The effects of repetition on tempo preference of elementary children. Journal of Research in Music Education, 40, 193203, https://doi.org/10.2307/3345681 CrossRefGoogle Scholar
NASTAVNI PLAN I PROGRAM ZA OSNOVNU ŠKOLU [Primary School Curriculum] (2006). Zagreb: Ministarstvo znanosti, obrazovanja i športa.Google Scholar
OPIĆ, S. (2010). Korištenje neparametrijskih testova u istraživanjima odgoja i obrazovanja. [Using Non-Parametric Tests in Education Research.] In Jurčević Lozančić, A. (Ed.), 11. dani Mate Demarina-Očekivanja, postignuća i perspektive u teoriji i praksi ranog i primarnog odgoja i obrazovanja [11th Days of Mate Demarin - Expectations, Achievements and Prospects in Theory and Practice of Early and Primary Education.] (pp. 307–317). Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu. [Google Scholar]Google Scholar
PEERY, J. C. & PEERY, I. W. (1986). Effects of Exposure to classical music on the musical preferences of preschool children. Journal of Research in Music Education, 34(1), 2433.CrossRefGoogle Scholar
PETZ, B. (2007). Osnovne statističke metode za nematematičare [Basic statistical methods for non-mathematicians]. Jastrebarsko: Naklada Slap. https://scholar.google.hr/citations?view_op=view_citation&hl=hr&user=UNGzvxIAAAAJ&citation_for_view=UNGzvxIAAAAJ:b0M2c_1WBrUC Google Scholar
RHEINGANS, A. (2005). Classroom connections: non-directed listening as an easier way to begin exposing students to classical music, Kodaly Envoy, 31, 26.Google Scholar
ROJKO, P. (2012). Metodika nastave glazbe. Teorijsko-tematski aspekti [Methods of Music Teaching. Theoretical-thematic Aspects]. Osijek: Sveučilište Josipa Jurja Strossmayera. [Google Scholar]Google Scholar
SHEHAN, P. K. (1979). The effect of the television series music, on music listening preferences and achievement of elementary general music students. Contributions to Music Education, 7, 5162. [Google Scholar]Google Scholar
ŠULENTIĆ BEGIĆ, J. & Begić (2014). Nastava glazbe u primarnom obrazovanju u europskim državama. [Teaching Music in Primary Education in European Countries]. Metodički ogledi, 21(1), 2345. [Google Scholar]Google Scholar
SUZIĆ, N. (2007). Primijenjena pedagoška metodologija . [Applied Pedagogical Methodology.] Banja Luka: XBS. [Google Scholar]Google Scholar
SVALINA, V. (2015). Kurikulum nastave glazbene ulture I kompetencije učitelja za poučavanje glazbe [Music Curriculum and Teachers’ Competences for Music Teaching]. Osijek: Sveučilište Josipa Jurja Strossmayera u Osijeku, Fakultet za odgojne i obrazovne znanosti. [Google Scholar]Google Scholar
SVALINA, V. & SUKOP, I. (2021). Listening to music as a teaching area in Croatian primary schools: the teacher’s perspective. Music Education Research, 23(3), 321334. https://doi.org/10.1080/14613808.2020.1866519 CrossRefGoogle Scholar
SVALINA, V. & ZELIć, J. (2020). Teaching music from the perspective of first, second and third grade students of primary school. Pedagogika, 139(3), 175198. https://doi.org/10.15823/p.2020.139.9 CrossRefGoogle Scholar
SZABO, M. E. (2001) For the love of music: Avenues of entry into the world of Western art music. University of Washington.Google Scholar
VIDULIN, S. (2021) Art music in school: Challenges, benefits and opportunities. In Filipović, S. (Ed.), Izazovi savremene obrazovne prakse u oblasti umetnosti - aktuelna pitanja, dileme i perspektive. [Challenges of Modern Education Practice in the Field of Art - Current Issues, Dilemmas and Perspectives.] (pp. 332–351). Novi Sad: Akademija umetnosti.Google Scholar
VIDULIN-ORBANIĆ, S. (2002) Pristup glazbi u prvim školskim godinama. [Approach to Music in the Early School Years]. Tonovi, 40, 4955. [Google Scholar]Google Scholar
WOODY, R. H. & BURNS, K. J. (2001) Predicting music appreciation with past emotional responses to music. Journal of Research in Music Education, 49(1), 5770. https://doi.org/10.2307/3345810 CrossRefGoogle Scholar