Listening to music as a teaching area in Croatian primary schools: the teacher's perspective

ICT Usage for Cross-Curricular Connections in Music and Visual Arts during Emergency Remote Teaching in Slovenia

“…One should not overlook the fact that lack of knowledge of the content of different subject areas and of cross-curricular connection strategies can lead to inefficient and inadequate cross-curricular connections, even if teachers are highly digitally literate [14,35]. Therefore, it is very important to use the planning stage to consider strategies for transferring music and visual arts knowledge and skills in the remote educational process through meaningful use of ICT.…”

enseñanza de la forma musical a través de la audición activa: evaluación de una propuesta para la formación de maestros

“…Desde trabajos que analizan los tipos de enfoques didácticos que utiliza el alumnado ante la audición de una pieza musical (Vidulin et al, 2022), hasta otros que implementan programas de educación musical utilizando las TAC para el desarrollo de la competencia de la audición (Hernández-Bravo et al, 2016;Innocenti et al, 2019). Por otro lado, existen estudios realizados a docentes de música sobre la frecuencia con la que realizan audiciones en el aula y sus competencias para llevar a cabo actividades de escucha musical (Svalina y Sukop, 2021). También se han desarrollado proyectos educativos para trabajar la escucha activa y mejorar su percepción auditiva (Hurtado-Soler et al, 2020), incluso una investigación con futuros docentes, donde después de ser sometidos a un entrenamiento auditivo, concluyó que la mayor parte fueron capaces de reconocer formas musicales (Sarfson y Vela, 2021).…”

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

“…The 2006 Curriculum states that students in primary education should be introduced to listening to all types of music: 'from the so-called artistic (classical) music, through traditional (folk) music (domestic and foreign), to jazz and popular genres of all kinds' (Primary School Curriculum, 2006, p. 66). However, in the list of suggested compositions for listening in the first four grades of primary school, most suggestions are related to classical music (Svalina and Sukop, 2021). Vidulin (2021) states that classical music is a fundamental content in the teaching of music in Croatian schools.…”

“…Since the Croatian Primary School Curriculum has been active since 2006, and this document states that listening to music should be a central activity in music teaching, we wondered if this reflected on the state of teaching in Croatian schools and if listening to music in the curriculum over the last 10-15 years has become the central, most important, and common activity in teaching music at the primary level of education? The results of the previous study showed that listening to music is often conducted in Croatian schools, but that in the opinion of teachers, singing is still the most important and most frequent activity in music teaching, while listening is second in importance and frequency (Svalina and Sukop, 2021). In addition, according to the Primary School Curriculum (2006), classical compositions are most often recommended for listening.…”

“…Teachers choose individual activities according to their competencies, students’ wishes and school facilities. In addition to being free to choose activities, teachers are also free to choose teaching content (Svalina, 2015; Svalina and Sukop, 2021). Such a model of music teaching is called the open model :‘Music teaching today can therefore be conceptualized solely as an open model in which the reception area is dominant and other activities are variable.…”