Kontinuitet uspeha učenika i studenata u nastavi kontrapunkta
MentorStanisavljević Petrović, Zorica
Članovi komisijePopova Koskarova, Rozalina
MetapodaciPrikaz svih podataka o disertaciji
Professional profiling and development of musicians is a responsibility of educational institutions, namely: primary music schools, music high schools and faculties of music. Success, as a final outcome of education is significant not only for individuals, but also for the society in general. Attainment of success, which is affected by various factors - both internal and external, is still a topical problem and focal point of research of sociologists, psychologist and pedagogists. The problem of the dissertation is twofold. The first aspect involves the issue of continuity of success of the high school pupils and university students undergoing instruction in Counterpoint as a theoretical vocational subject. The subject is studied in the third and fourth grades of music high schools and in the first and second study years of the faculties of music, i.e. in continuity, which provides grounds for a hypothesis that there is continuity of success. The second aspect involves ident...ification of the underlying pedagogical factors and exploration of the ways they affect pupils’ and students’ success. The research was conducted in six music high schools (Belgrade, Kragujevac, Kruševac, Niš, Leskovac and Negotin) and three faculties of music (Belgrade, Kragujevac and Niš), involving a sample of 227 high school pupils and 118 students of music, accounting for a total of 345 examinees. The research involved application of the method of theoretical analysis, descriptive method and survey research method. The techniques used included polling and scaling. The basic research instruments were the questionnaires (УУВК, УУИК, УСВК and УСИК) with 35 questions based on multiple choice and open-ended questions and Likert-type assessment scales (СПУВК, СПУИК, СПСВК and СПСИК) containing 21 items. For the needs of the researsh, the criterion for the pupils’ success was the final grade achieved at the end of the first term, i.e. the grade earned in the January exam term in the case of students. The results confirmed continuity of success in pupils and students undergoing Counterpoint instruction. Seven factors were singled out on the basis of factor analysis regarding organization and teaching tools, curricula and syllabi, adoption of new teaching contents, teaching process, teachers, grading and correlation with other subjects. The factors were individually examined with regard to the place where the educational institution is located, grade/study year attended and the examinees’ overall educational success. The results obtained indicate that pupils’ and students’ success depends on the use of adequate teaching tools in the instruction of Counterpoint. The examinees’ comments point to inadequate use of modern information-technological devices, which would boost their classroom activity and make the teaching process more modern and more interesting. Most of the examinees were satisfied with the earned grade and the applied grading methods, as the obtained data show that the successful examinees saw them as a reflection of their commitment and hard work, while dissatisfaction was evidenced in the category of unsuccessful pupils and students, in a limited percentage. Satisfaction refers primarily to continual checking up of the knowledge. The pupils’ and students’ success was also affected by the overloaded curricula and syllabi as well as by an insufficient number of classes for adoption of the targeted contents. Satisfaction by the instruction and teachers’ work was detectable in successful pupils and students, while dissatisfaction was evidenced in unsuccessful examinees. The conducted research is significant for the theory of music education and can serve as a good basis for the future research projects focused on secondary and higher education in the field of music, particularly regarding instruction of Counterpoint and related subjects. The obtained results may improve the process of assessment in music education, in terms of a holistic approach in assessing teachers. Also, they can lead to improvement of the teaching process on account of application of adequate and state-of-the-art teaching tools. A reduction of the existent curricula and syllabi could ease pupils’ and students’ load and enable harmonization of the teaching contents in music high schools with the contents taught at the university. All this can lead to improvement of pupils’ and students’ educational success, thus enabling long-term continuity of success in Counterpoint instruction.