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Mogućnosti interdisciplinarnog povezivanja nastave glazbe s neglazbenim predmetima (CROSBI ID 596091)

Prilog sa skupa u zborniku | izvorni znanstveni rad | međunarodna recenzija

Šulentić Begić, Jasna ; Begić, Amir Mogućnosti interdisciplinarnog povezivanja nastave glazbe s neglazbenim predmetima // Glazbena pedagogija u svijetu sadašnjih i budućih promjena 3 : interdisciplinarni pristup glazbi: istraživanje, praksa i obrazovanje = Music pedagogy in the context of present and future changes 3 : interdisciplinary approach to misic: research, practice and education / Vidulin-Orbanić, Sabina (ur.). Pula: Odjel za glazbu Muzičke akademije Sveučilišta Jurja Dobrile u Puli, 2013. str. 241-256

Podaci o odgovornosti

Šulentić Begić, Jasna ; Begić, Amir

hrvatski

Mogućnosti interdisciplinarnog povezivanja nastave glazbe s neglazbenim predmetima

Prema važećem nastavnom planu i programu za osnovnu školu predlaže se predmetno i međupredmetno povezivanje sadržaja na horizontalnoj i vertikalnoj razini, a u didaktičkim uputama gimnazijskog programa glazbene umjetnosti preporučuje se usporedba glazbenih obilježja nekoga razdoblja sa zbivanjima u likovnoj umjetnosti i književnosti. Povezivanje nastave glazbe s neglazbenim nastavnim predmetima moguće je na eksplikativnoj razini (povijesnoj, stilskoj, formalnoj i sl.) s obzirom na to da je glazba neprikazivačka, autonomna umjetnost. U radu je prikazana integrirana (interdisciplinarna) nastava koja se izvodila u OŠ Franje Krežme u Osijeku tijekom školskih godina 2005./06., 2006./07. i 2007./08. kada je bila aktualna primjena HNOS-a (Hrvatskog nacionalnog obrazovnog standarda) i uvođenje novoga nastavnoga plana i programa za osnovnu školu koji je stupio na snagu 2006. godine. Integrirana se nastava provodila na osnovu interdisciplinarne povezanosti sadržaja nastave glazbene kulture sa sadržajima neglazbenih predmeta, tj. s hrvatskim jezikom, geografijom, njemačkim jezikom i vjeronaukom. Integriranu (interdisciplinarnu) nastavu trebalo bi povremeno ostvarivati jer pridonosi uklanjanju učeničkog zamora i smanjuje monotoniju. Interdisciplinarni pristup nastavu čini zanimljivijom. Sadržaje i aktivnosti koje realiziramo s različitih stanovišta u okviru integrirane nastave treba realizirati na jednak način kao što bi se ostvarivali i u nastavi svakog pojedinog predmeta koji su uključeni u takvu nastavu. Na taj način povezivanje nastave glazbe s drugim predmetima ne bi bilo nauštrb glazbe, niti na štetu neglazbenih predmeta.

interdisciplinarnost ; integrirana (interdisciplinarna) nastava ; nastava glazbe ; timska nastava

nije evidentirano

engleski

Possibilities of interdisciplinary connection in teaching music with non-musical subjects

he current elementary school curriculum proposes that content be connect in a subjective and inter-subjective way on horizontal and vertical level. In the didactic instruction manual for the high school musical arts program, it is recommended to compare the musical characteristics of a certain period with developments in the visual arts and literature. Integrated (interdisciplinary) teaching that can be carried out through two or more subjects, in school or outside of school, is achieved in this way. In the primary school curriculum, outdoor education is designated as an opportunity to connect the interdisciplinary content of different subjects to allow easier and faster learning. Project teaching the involvement of students in different thematic projects that can last for one school hour or a full academic year, depending on the plans of one or more teachers. Project teaching should be, at least in one segment, associated with the curriculum, while the other correlating subjects are added with their structure. Teamwork involving the participation of two or more teachers is useful in establishing the inter-subjective connection of similar or common curriculums. Team teaching contributes to the elimination of monotony that accompanies each compulsory uniformity in schoolwork. Practice has shown the teamwork of teachers, it is easier to connect the related content and exploit the capabilities of individual teachers. The achievement of team teaching in subject teaching in the higher grades of elementary school and high school requires teachers to agree on the content of a school lesson that will be based in more than one subject, to devise for lessons, to plan the use of course hours for an alternating sequence of activities, to prepare lesson materials, and to agree on the of terms of integrated (interdisciplinary) teaching, which needs to be harmonized with the schedule of classes and teachers who will be involved in such teaching. In elementary school, i.e. in primary education, the implementation of integrated (interdisciplinary) education is much simpler, since primary education teachers teach all of the compulsory subjects and may independently correlate the contents of various subjects. This work presents an integrated (interdisciplinary) teaching approach that has been implemented at the elementary school OŠ Franje Krežma in Osijek during the 2005/06, 2006/07 and 2007/08 school years, when the application of HNOS (Croatian National Educational Standard) was new and following the introduction of a new curriculum for elementary schools, which took effect in 2006. Integrated teaching was conducted on the basis of interdisciplinary connection between the music culture and the contents of non-musical subjects, i.e. with the Croatian language, Geography, German language and Religion. The contents and activities that we implement with a range of different perspectives within integrated teaching should be implemented in the same way that they would be in teaching each subject involved in such teaching. In this way, connecting music teaching with other subjects would not be at the expense of the either musical or non-musical subjects.

interdisciplinary ; integrated (interdisciplinary) teaching ; music teaching ; team teaching

nije evidentirano

Podaci o prilogu

241-256.

2013.

objavljeno

Podaci o matičnoj publikaciji

Glazbena pedagogija u svijetu sadašnjih i budućih promjena 3 : interdisciplinarni pristup glazbi: istraživanje, praksa i obrazovanje = Music pedagogy in the context of present and future changes 3 : interdisciplinary approach to misic: research, practice and education

Vidulin-Orbanić, Sabina

Pula: Odjel za glazbu Muzičke akademije Sveučilišta Jurja Dobrile u Puli

978-953-7498-65-8

Podaci o skupu

Treći međunarodi simpozij glazbenih pedagoga 3

predavanje

18.04.2013-20.04.2013

Pula, Hrvatska

Povezanost rada

Glazbena umjetnost, Obrazovne znanosti, Pedagogija