Muzikinio ugdymo problemos pradinėje mokykloje
| Author |
|---|
Jautakytė, Rasa |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2002 | 57 | 51 | 56 |
Straipsnyje atskleidžiama muzikinio ugdymo svarba jaunesniajame mokykliniame amžiuje bei muzikinio ugdymo ypatumai. Iškeliama pradinių klasių mokytojo muzikinės kompetencijos problema. Aprašomas tyrimas, kuriuo siekiama išsiaiškinti pradinių klasių mokytojų požiūrį į muzikos pamokas bei mokytojų muzikinį pasirengimą ir galimybes vesti muzikos pamokas.
Pre-school and junior school age is favourable to the development of musical abilities. Untrained musical abilities at that age become stable, and further teaching of music becomes difficult. The syllabi of musical education at primary school present high requirements: the education has to be complex, well-balanced and consistent, it has to ensure the pupils’ participation in the school’s musical life, to provide them with necessary musical training and to meet their inborn need to create and to learn. The diagnostic survey shows that music at primary school is often taught by primary school teachers without special musical training. The analysis of their knowledge of the subject and the methods of its teaching, as well as their attitude to music, showed that these teachers feel a shortage of knowledge of music theory, do not play music instruments or can poorly play one instrument. All this determines a limited range of musical activities employed in music lessons, a negative attitude to music lessons, even attempts to substitute other activities for them.