Domaće zadaće u nastavi Glazbene umjetnosti.
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| Title: | Domaće zadaće u nastavi Glazbene umjetnosti. |
|---|---|
| Alternate Title: | Homework in Music Art Lessons. |
| Authors: | Senjan, Ivana ivana.senjan1@gmail.com, Vidulin, Sabina svidulin@unipu.hr, Plavšić, Marlena1 mplavsic@unipu.hr, Diković, Marina2 mdikovic@unipu.hr |
| Source: | Napredak. 2025, Vol. 166 Issue 3/4, p247-264. 18p. |
| Subject Terms: | *Homework, *Music education, *Bloom's taxonomy, *Educational outcomes, *Student engagement, *Secondary education |
| Abstract (English): | Homework is a frequently used didactical tool, but not in Music Art classes in general secondary schools such as grammar schools. This research explored the extent to which homework in the subject Music Art, through the application of cognitive-emotional music listening, successfully contributes to achieving the learning outcomes. It comprised 30 homework assignments from four grammar schools. The results show that students achieved the expected learning outcomes at higher levels of cognitive and emotional processing according to Bloom's taxonomy. Students analysed musical components according to the cognitive-emotional music analysis form, described their musical identity and preferences, listened to and selected musical pieces, and described one music interpretation. It can be concluded that occasional homework in music classes broadens students' knowledge, listening repertoire, and notions about themselves as music listeners. [ABSTRACT FROM AUTHOR] |
| Abstract (Croatian): | Domaća zadaća često je korišteno didaktičko sredstvo, ali ne i u glazbenoj nastavi u općim školama poput gimnazija. U ovom istraživanju ispitano je koliko su domaće zadaće u predmetu Glazbena umjetnost uz primjenu spoznajno- emocionalnog slušanja glazbe uspješne u postizanju ishoda učenja. Obuhvaćeno je 30 zadaća iz četiri gimnazije. Rezultati pokazuju da su učenice i učenici postigli planirane ishode više razine spoznajnih i emocionalnih procesa prema Bloomovoj taksonomiji. Analizirali su glazbene sastavnice prema obrascu spoznajno-emocionalne analize glazbe, opisali su svoj glazbeni identitet i preferencije, poslušali su i odabrali glazbene primjere te su opisali interpretaciju jedne skladbe. Zaključno, povremene domaće zadaće u predmetu Glazbene umjetnosti mogu mladima proširiti znanje, slušateljski repertoar i spoznaje o sebi kao slušateljima/slušateljicama glazbe. [ABSTRACT FROM AUTHOR] |
| Copyright of Napredak is the property of Croatian Pedagogical-Literary Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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