ABSTRACT

Since the school year 2006/2007 in Croatian primary schools the music teaching programme has been an open model. According to the open model, listening to music is the default activity, while other activities are selected by the teachers. The teaching area of listening to music in pupils develops the ability of auditory concentration, hearing specifications, analysis of the listened work and establishes basic aesthetic criteria for evaluating music. This paper presents research findings aimed at examining what are teachers’ attitudes about listening to music as an area of music teaching. The results show that listening to music is very often carried out in music teaching and that the teachers’ competences for conducting these activities are very good. Teachers are aware of the importance of listening to music as a teaching area, although in their view it is the least attractive to the target group, which are the pupils. This is due to pupils’ disinterest in listening to music. Because teachers are not provided with sufficient content in the field of music as part of professional development and lifelong learning, teachers are unable to enhance their competencies further and extend their methodological knowledge in the field of music listening.

摘要

自 2006/2007 学年以来，克罗地亚小学的音乐教学计划一直是开放模式。根据开放模式，听音乐是默认活动，其他活动由教师选择。小学生听音乐教学区培养学生听觉集中能力、听觉规范能力、分析所听作品的能力，建立评价音乐的基本审美标准。本文提出了一些研究结果，旨在检验教师对听音乐作为音乐教学领域的态度。结果表明，听音乐在音乐教学中经常进行，教师进行这些活动的能力非常好。教师意识到听音乐作为教学领域的重要性，尽管在他们看来，它对目标群体，即学生最没有吸引力。这是由于学生对听音乐不感兴趣。由于作为专业发展和终身学习的一部分，没有为教师提供足够的音乐领域内容，教师无法进一步提高他们在音乐聆听领域的能力和扩展他们的方法论知识。