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dc.contributor.advisorSmiljković, Stana
dc.contributor.otherKolarovska-Gmirja, Viktorija
dc.creatorZdravković, Vesna S.
dc.date.accessioned2016-12-30T15:42:41Z
dc.date.available2016-12-30T15:42:41Z
dc.date.available2020-07-03T16:14:56Z
dc.date.issued2016-09-23
dc.identifier.urihttp://eteze.ni.ac.rs/application/showtheses?thesesId=4383
dc.identifier.urihttp://nardus.mpn.gov.rs/handle/123456789/7223
dc.identifier.urihttps://fedorani.ni.ac.rs/fedora/get/o:1196/bdef:Content/download
dc.identifier.urihttp://vbs.rs/scripts/cobiss?command=DISPLAY&base=70052&RID=533857174
dc.description.abstractTeaching music in primary school, especially in class teaching, encounters a number of problems that need to be resolved adequately and timely in order to avoid students' aversion to musical arts, to enable diagnosis, following and development of elementary musical skills, necessary to receive musical messages, to enable students to skillfully manage musical text and to become a part of an overall musical culture. If the way of gaining musical knowledge and skills is not to become constrained, as it often happens, it is necessary to rely on what is familiar and known to the student at that age, and by applying adequate procedures to interdisciplinary discover new connections between the teaching contents, that produce an active, interested student in gaining practical and permanent musical knowledge. The subject of study of this research is integrative teaching of music culture, i.e. factors that provide its realization. We extracted the most important factors that enable qualitative teaching of music: teaching contents given through the curriculum; concept of music class by creating the models of integrative classes with various subjects in class teaching; teachers, from whom we wanted to get an attitude about integrative teaching, and, reversely, about the readiness to realize it; students, whose engagement in integrative teaching should be an indicator of efficiency of this kind of teaching. Existing factors were examined and the structure of the base of integrative approach to initial teaching of music in primary school. By analyzing the contents, interviewing, testing and scaling, we obtained data on a sample of surveyed students - future teachers. By a detailed statistic analysis of obtained results we proved that the existing factors and the base structure correspond to integrative approach to initial teaching of music in primary school. More broadly, correlation among the most important factors was established, that is among the teaching units: student - teacher - contents, and some new questions in the field of music pedagogy were also initiated.en
dc.formatapplication/pdf
dc.languagesr
dc.publisherУниверзитет у Нишу, Учитељски факултет, Врањеsr
dc.rightsopenAccessen
dc.sourceУниверзитет у Нишуsr
dc.subjectintegrativna nastava muzičke kulturesr
dc.subjectintegrative teaching of music cultureen
dc.subjectnastavni sadržajisr
dc.subjectmodel integrativnog časasr
dc.subjectučiteljsr
dc.subjectučeniksr
dc.subjectteaching contentsen
dc.subjectmodel of integrative classen
dc.subjectteacheren
dc.subjectstudenten
dc.titleIntegrativni pristup početnoj muzičkoj nastavi u osnovnoj školisr
dc.typedoctoralThesis
dc.rights.licenseBY-NC-ND
dcterms.abstractСмиљковић, Стана; Коларовска-Гмирја, Викторија; Здравковић, Весна С.; Интегративни приступ почетној музичкој настави у основној школи; Интегративни приступ почетној музичкој настави у основној школи;
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/54834/Disertacija7254.pdf


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