Snjeana Dobrota1, Sara Barbariæ2
1 Faculty of Humanities and Social Sciences, University of Split
2 Elementary School Stobreè, Split
CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES TOWARDS
MUSIC LESSONS
Izvirni znanstveni èlanek / Original Scientific Article
Abstract
This paper has explored the Croatian elementary school students’ attitudes towards Music
Culture course with regard to age, gender, family background and additional music
lessons and the influence of gender and age on preferring different activities of music
teaching practice. As a part of the research, a questionnaire of sociodemographic data and
a questionnaire of students’ attitudes toward the subject were distributed to 225 students
attending the second, the third, the seventh and the eighth grade.
The results confirm that music is an important component of the students’ life in general,
especially for girls. The authors observed a connection between certain aspects of
attitudes towards the Music Culture course with family background, additional music
lessons and the preference of classical music. Age and gender also proved to be significant
predictors of students’ attitudes towards the Music Culture course. Thus, younger students
and girls have more positive attitudes towards music lessons, compared to older students
and boys. Additionally, younger students show greater preferences for singing, while
older students tend to be more inclined to listening to music. The authors suggest the
possibility of conducting similar research with the high school population with a view of
comparing the obtained results.
Keywords: attitudes, elementary school, music lessons, musical preferences
Povzetek
Stališèa hrvaških osnovnošolcev do glasbenega pouka
V raziskavi so preuèevana stališèa hrvaških osnovnošolcev do predmeta Glasbena kultura
glede na starost, spol, druinsko okolje in dodatni glasbeni pouk. Raziskan je tudi vpliv
spola in starosti na preference do razliènih dejavnosti glasbenega pouka. Za zbiranje
podatkov sta bila uporabljena splošni vprašalnik in vprašalnik za preuèevanje stališè
uèencev do predmeta. Izpolnilo ju je 225 uèencev drugega, tretjega, sedmega in osmega
razreda osnovne šole.
Rezultati potrjujejo, da ima glasba pomembno vlogo v ivljenju uèencev, še posebej
deklet. Opazna je povezava med nekaterimi vidiki stališè do glasbene vzgoje z druinskim
okoljem, dodatnim glasbenim poukom in preferencami do klasiène glasbe. Prav tako sta
se starost in spol izkazala za pomembna napovedovalca stališè uèencev do pouka
Glasbene kulture. Mlajši uèenci in dekleta imajo pozitivnejša stališèa do glasbenega
pouka v primerjavi s starejšimi uèenci in fanti. Mlajši uèenci izraajo veèje preference do
petja, medtem ko starejši uèenci raje poslušajo glasbo. Avtorici predlagata izvedbo
podobne raziskave na srednji šoli z namenom primerjave rezultatov.
Kljuène besede: stališèa, osnovna šola, glasbeni pouk, glasbene preference
5
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...
Introduction
The aim of music education in elementary school is “introducing students to music
culture, learning the basic elements of music language, developing music creativity,
establishing and adopting criteria for (critical and aesthetic) evaluation of music” (The
Curriculum for Elementary Schools, 2006, p. 66). Music teaching, in the first three grades
of elementary school, includes the activities of singing, playing, listening to music and
music creativity. In the fourth, fifth and sixth grades, music teaching includes singing,
listening to music and introducing to music, performing music and music notation, music
games and freely, improvised rhythmisation, moving to music, dance and playing. Music
education activities in the seventh and eighth grade of primary school are reduced to
singing, listening to music and introducing to music, playing, creativity and computer
(optional). The music education program is open, which means that the teacher is free to
choose the mode of active music making, while listening to music and introducing to
music presents its obligatory part. Song lists should also be understood as a
recommendation and the teacher is free to choose listening examples. In addition to
regular classes, elementary school music teaching includes elective teaching,
extracurricular activities and extracurricular education.
The term of attitude, which most contemporary researchers define as the overall
evaluation of an object, is one of the central problems in social psychology, but also in
psychology in general. The reason for the great interest of the researchers according to the
mentioned problem can be explained by the fact that attitudes govern our behaviour and
are important to our social life on an individual, interpersonal and intergroup level
(Hewstone, Stroebe, 2001). The three-component approach model stems from the idea
that “the attitude is a combination of three types of conceptually different reactions to an
object: affective, cognitive and conative/behavioural reactions” (Hewstone, Stroebe,
2001, p.197). Shavitt (1989) distinguishes four functions of attitude, namely: the
cognitive function, the utilitarian function, the function of social identity, and the function
of maintaining self-esteem.
Issue of attitudes is also closely related to education, since “... the development of
attitudes, opinions, motivation and will is an integral part of teaching and learning in
elementary school” The Curriculum for Elementary Schools, 2006, p. 10). There is a large
number of researches that deal with the examination of the students’ attitudes towards the
school and to the different school subjects (Haladyna, Thomas, 2015). Holfve-Sabel
(2007) conducted research on the population of Swedish elementary school students in
order to compare their attitudes towards school, teachers and classmates in the 1960s with
their attitudes today. The results indicate that attitudes of modern students are far more
positive in relation to attitudes of students in the 1960s, and progress is most evident in
different aspects of peer relationships. She explains improving the attitudes towards the
school by change in the way of the school organization that has previously been focused
on theoretical knowledge, while the current curriculum is more oriented towards
interactional aspects of learning.
6
GLASBENOPEDAGOŠKI ZBORNIK, 26. zvezek
The results of the researches about students’ attitudes towards the Music Culture course
generally confirm that students have positive attitudes towards music teaching but as the
age increases, interest in subject is in decline (Dobrota, Reiæ Ercegovac, 2011).
Dobrota and Reiæ Ercegovac (2011) examined the attitudes of the third graders to music
education and to music in general. Two variables were selected, gender and type of school
(the school where the students get on-the-job experience and the school where the learning
process if performed by a teacher) and their impact on students’ attitudes was investigated.
The results confirm that students have a positive attitude toward the music education and
music in general. Furthermore, female students compared to male students have a more
positive attitude toward the music education. The influence of the type of school on
attitudes towards music education and music in general is not confirmed, although we
have noted a better understanding of the teaching content among the students from the
school where the students get on-the-job experience.
Dobrota and Obradoviæ (2012) examined the attitudes of the fourth and eight graders of
elementary school from Splitsko-dalmatinska and Hercegovaèko-neretvanska county to
music in general and to music teaching. The results confirm the significant influence of
gender,age and place of residence on the students’ attitudes towards music. Further, the
results indicate that students like to listen to the classical music, and that singing is their
preferred activity. The authors concluded that students like the music and that it plays an
important role in their lives.
Methodology
Aim of Research and Research Problems
The aim of this research was to explore the elementary school students’ attitudes towards
Music Culture course with regard to age, gender, family background, additional music
lessons and the influence of gender and age on preferring different activities of music
teaching practice. In order to achieve this aim of the research we attempted to address the
following issues:
1. To examine the role of music in a students’ leisure time.
2. To examine the impact of family background and additional music lessons on
students’ attitudes towards Music Culture course.
3. To examine whether there is an influence of age and gender on students’
attitudes towards the Music Culture course.
4. To examine whether there is an influence of age and gender on the preferences
of different activities of music teaching practice.
Hypotheses
Based on the defined aim and problems of the research, the following hypotheses have
been set:
7
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...
H1: Music is an important component of the students’ leisure time, regardless of gender
and age.
H2: Students whose parents listen to classical music have more positive attitudes towards
the Music Culture course.
H3: Students who have attended or attending additional music lessons have more positive
attitudes towards Music Culture course.
H4: Students who prefer classical music have more positive attitudes towards Music
Culture course.
H5: Younger students, compared to older ones, have more positive attitudes towards
Music Culture course.
H6: Girls, compared to boys, have more positive attitudes towards Music Culture course.
H7: Younger students, compared to older students, prefer singing as music teaching
activity, and older students, compared to younger students, prefer listening as music
teaching activity.
H8: Girls, compared to boys, prefer singing as a music teaching activity.
Participants
The research was conducted in Split and Stobreè on a sample (N=225) of second-grade
students (N=59), third-grade students (N=60), seventh-grade students (N=53) and
eighth-grade students (N=52) students (Table 1).
Table 1. Structure of the sample (N=225)
GENDER N GRADE N
M 119 2 60
3 60
F 141 7 53
8 52
Total 225
Instruments
For the purpose of this research, a questionnaire that contains two parts, was prepared. The
first part contained questions related to the sociodemographic characteristics of students
(gender and age), average daily listening to music, family background, attendance of
additional music lessons and classical music preferences. The second part of the
questionnaire contained questions that examine students’ attitudes towards Music Culture
course (the importance of the subject, the estimate of how many subject is burden or
relaxing to the student, the weight of the subject, the usefulness of the subject, the subject
class and the ranking of the subject in relation to other subjects from the Curriculum), and
the question from which we can found out which activity of music teaching they prefer the
most.
8
GLASBENOPEDAGOŠKI ZBORNIK, 26. zvezek
Procedure
Testing was conducted in the period from April to May 2017, in the school classrooms
according to pre-arranged schedule. Investigation was collectively. The purpose of
conducting research was briefly explained, the anonymity was guaranteed and the
participants were asked to honestly and accurately answer the questions.
Results and Discussion
H1: Music is an important component of the students’ leisure time, regardless of gender
and age.
To test the differences in listening to music considering gender and age (one teacher
education/subject teaching) two Mann-Whitney tests were performed.
Table 2: Differences in time spent on listening to music according to age and gender
U z p Co.t.e. Cs.t.
Age 6190.0 0.239 0.81 2 2
Cboys Cgirls
Gender 4502.5 3.95 0.00 2 3
It is evident that music is an important component of students’ leisure time. Furthermore,
there were no differences in the time spent on listening to music considering age, but there
was a difference in the time spent on listening to music considering gender, whereby girls
spend more time listening to music than boys. According to that, the first hypothesis is
only partially confirmed.
The results of numerous researches confirm the significant role of music in young
people’s lives (Miranda, 2013). In addition, Crowther and Durkin (2006) have conducted
a research on a sample of students between the ages of twelve to eighteen and noticed that
girls have more positive attitudes toward music than boys, especially in younger age
groups, and that they more frequently participate in various musical activities.
H2: Students whose parents listen to classical music have more positive attitudes towards
the Music Culture course.
To test the differences between students whose parents listen to classical music (N = 45)
and students whose parents do not listen to classical music (N = 180) with regard to
attitudes towards Music Culture course, seven Mann-Whitney U tests were performed.
9
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...
Table 3: Differences in attitudes towards the Music Culture course according to the family
background
Dependent Variable U z p
Listening to the music on a daily basis 3591.5 1.25 0.21
Classical music preferences 1889.0 5.92 0.00
Importance of Music Culture course 3622.5 1.48 0.14
Effect (relaxing/burdening) of Music Culture course 3555.0 -2.25 0.02
Weight of Music Culture course 3982.5 -0.44 0.66
Usefulness of Music Culture course 3397.5 2.55 0.01
Classes per week of Music Culture course 3510.0 1.60 0.11
Students whose parents listen to classical music have higher preference for classical
music. Furthermore, students whose parents listen to classical music estimate subject of
Music Culture course as a subject that relaxes them and does not burdens them, more than
students whose parents do not listen to classical music. And, finally, there are also
differences in estimation of the usefulness of the Music Culture course. Students whose
parents listen to classical music estimate Music Culture course as more useful than other
students. There were no differences between the two groups of students in the other
variables according to that we can conclude that the second hypothesis is also partially
confirmed.
These results are in accordance with the results of numerous researches that are
confirming the important role of socioeconomic status, on the one hand, and musical
preferences and attitudes towards music lessons, on the other (Pegg, 1984).
H3: Students who have attended or attending additional music school (lessons) have more
positive attitudes towards Music Culture course.
To test the differences between students who attended or attending a music school (N =
35) and those who did not attend (N = 190) considering the attitudes towards the Music
Culture course, seven Mann-Whitney U tests were performed.
Table 4. Differences between attitudes towards the Music Culture course according to additional
music lessons
Dependent Variable U z p
Listening to the music on a daily basis 2976.5 1.05 0.29
Classical music preferences 3005.0 0.97 0.33
Importance of Music Culture course 2717.5 2.32 0.02
Effect (relaxing/burdening) of Music Culture course 3077.5 -1.24 0.21
Weight of Music Culture course 3310.0 -0.11 0.92
Usefulness of Music Culture course 2876.5 1.97 0.05
Classes per week of Music Culture course 3067.5 0.47 0.40
10
GLASBENOPEDAGOŠKI ZBORNIK, 26. zvezek
Significant differences between the two groups of students in the importance of Music
Culture course have been identified, since students who attended or still attending a music
school evaluate the Music Culture course as a more important subject. Further, differences
in the usefulness of the subject have also been identified, where students who attended or
still attending a music school estimate the subject as more useful. There are no differences
in other variables, therefore we can conclude that the third hypothesis is partially
confirmed.
H4: Students who prefer classical music have more positive attitudes towards Music
Culture course.
In order to test this hypothesis, five Kruskal-Wallis variance analysis were performed.
Table 5. Differences between attitudes towards the Music Culture course according to classical
music preferences
Dependent Variable H (2,N=225) p
Importance of Music Culture course 22.24 .00
Effect (relaxing/burdening) of Music Culture course 7.77 .02
Weight of Music Culture course 1.43 .49
Usefulness of Music Culture course 10.86 .00
Classes per week of Music Culture course 4.93 .08
Students who have different classical music preferences (I don’t like it at all N = 61; I
prefer only some classical music N = 97; I like it N = 67) differ in estimating the
importance and usefulness of the subject Music Culture course. Students who prefer
classical music and those who prefer only some classical music estimate Music Culture
course more as important and usefulness than students who do not like classical music.
According to this, the fourth hypothesis is partly confirmed.
The obtained results are in accordance with Dobrota’s results, whose research has
confirmed the positive impact of exposure to classical music on attitudes towards classical
music and music teaching (Dobrota, 2016).
H5: Younger students, compared to older students, have more positive attitudes towards
Music Culture course.
In order to test the differences between classroom teaching students (N = 120) and subject
teaching students (N = 105) in attitudes towards the Music Culture course, seven
Mann-Whitney U tests were performed.
11
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...
Table 6. Influence of age on attitudes towards the Music Culture course
Dependent Variable U z p
Listening to the music on a daily basis 6190.0 0.24 0.81
Classical music preferences 4298.0 4.39 0.00
Importance of Music Culture course 4297.5 5.56 0.00
Effect (relaxing/burdening) of Music Culture course 5692.5 -2.21 0.02
Weight of Music Culture course 6142.0 0.80 0.41
Usefulness of Music Culture course 4747.5 4.86 0.00
Classes per week of Music Culture course 6060.0 0.60 0.56
There were significant differences between the two groups of students in the preference of
classical music, where younger students more prefer classical music than older ones.
Furthermore, younger students estimate the subject of Music Culture course as more
important than older students. There were also differences in the effect of Music Culture
course on the students and the estimation of the usefulness of the subject, whereby the
younger students estimate more that the subject relaxes them and consider it more useful.
There are no differences in other variables, therefore we can conclude that the fifth
hypothesis is partially confirmed.
Examining attitudes towards music teaching among students attending the fourth and
eighth grades of elementary school, Dobrota and Obradoviæ (2012) also notice more
positive attitudes among younger students. Such results can be explained by the fact that
younger students are more open to different musical styles, and also to classical music that
makes the majority of music teaching content. Haladyna and Thomas (2015) explored the
attitudes of elementary school students towards the school in general and towards teaching
subjects. The results indicate a significant drop in the attitudes towards the school with
students age, especially in the sixth-grade, seventh-grade and eighth-grade students, also
on the extremely negative attitudes of students towards subjects in the field of social
sciences and on the significant influence of gender on the attitudes of the students, with a
drastic decrease in attitudes towards school, especially among boys.
Regarding the ranking of Music Culture course, both in the one teacher education (Figure
1) and the subject teaching (Figure 2), classroom students prefer Physical training,
followed by Fine Arts and third is the Music Culture course. In the subject teaching Music
Culture course is again in the third place, behind Physical training and Biology.
12
GLASBENOPEDAGOŠKI ZBORNIK, 26. zvezek
Figure 1. One teacher education subjects ranks according to affinity
Figure 2. Subject teaching subjects ranks
The obtained results are similar to the findings of Mirkov (2002), which investigated the
attitudes of eighth grade pupils towards teaching subjects and noticed that the best ranked
subjects were Biology and Physical training, followed by foreign language and
Mathematics. Gender differences have also been noticed with regard to attitudes towards
teaching subjects, so boys have more positive attitudes towards Technical Culture,
Physical training and History, and girls towards mother tongue, foreign languages and
Biology.
H6: Girls, compared to boys, have more positive attitudes towards Music Culture course
In order to test the difference between boys (N = 106) and girls (N = 119) in attitudes
towards the Music Culture course, seven Mann-Whitney U tests were performed.
13
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...
Table 7. Influence of gender on attitudes towards Music Culture course
Dependent Variable U z p
Listening to the music on a daily basis 4502.5 3.95 0.00
Classical music preferences 5031.0 2.80 0.01
Importance of Music Culture course 5119.0 3.29 0.00
Effect (relaxing/burdening) of Music Culture course 5488.0 -2.98 0.00
Weight of Music Culture course 5818.0 2.57 0.01
Usefulness of Music Culture course 5336.5 3.03 0.00
Classes per week of Music Culture course 6016.5 0.69 0.49
There is a difference between boys and girls in almost all variables, where girls are more
listening to music and prefer classical music, the subject of Music Culture course
estimates more important, more useful, more relaxing and more difficult than boys. There
is no difference between boys and girls in estimating the classes per week. According to
this results, we can conclude that the sixth hypothesis is mostly confirmed.
These results are in accordance with the results of numerous researches that are
confirming that girls have more positive attitudes toward music lessons than boys and that
they are more involved in music activities (Harrison, O’Neill, 2003). On the other hand,
boys show greater interest in the implementation of music technology in the teaching
process (Comber et al., 1993).
H7: Younger students, compared to older students, prefer singing as music teaching
activity, and older students, compared to younger students, prefer listening to music as
music teaching activity.
Figure 3. Favourite music activities considering students’ age
14
GLASBENOPEDAGOŠKI ZBORNIK, 26. zvezek
The results of the Chi-Square test of age and music activities showed a significant
difference between one teacher education and subject teaching according to given
preference for music activities (2= 43.31; df = 3; p = .000). Almost 45% of one teacher
education students and 34.29% of the subject teaching students chose singing as their
favourite music teaching activity. Listening to music was chosen by 20.83% of one
teacher education students and 59.05% of subject teaching students. The music creativity
was chosen by 7.50% one teacher education students and only 2.86% of the subject
teaching students, and playing of instruments 26.67% of the one teacher education
students and 3.81% of the subject teaching students (Figure 3). According to this results,
this hypothesis is confirmed.
Rojko (2012) points out that young people generally like to sing, but not those songs that
they sing at school. On the other hand, Klausmeier, Eckhardt and Lück (in Rojko, 2012)
think that as age increase, young people are singing less and their enthusiasm for singing
also decreases.
H8: Girls, compared to boys, prefer singing as a music teaching activity.
Figure 4. Favourite music activities considering students’ gender
Based on the results of a Chi-Square test with variables of gender and musical activities
(2= 11.67; df = 3; p = .008), it is confirmed that girls, compared to boys, prefer singing as
the music teaching activity. About 28.30% of boys chose singing as the favourite musical
activity and as much as 50.42% of girls. However, boys chose listening to music as their
favourite musical activity in 47.17%, which made it 31.09% of girls. Only 5.66% of boys
and 5.04% of girls chose music creativity as their favourite activity, while 18.87% boys
and 13.45% girls selected playing as the favourite music teaching activity (Figure 4).
According to these results the eight hypothesis is confirmed.
Dobrota and Obradoviæ (2012) noticed that girls prefer singing and boys listening to
music. The results of Sunara’s research show that there is no significant difference in the
15
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...
preference of singing as a teaching activity with regard to the gender of the students
(Sunara, 2016). However, when the participants’ responses were grouped into two groups,
the first of which include singing and the second include other musical activities, it was
noticed that girls, compared to boys, prefer singing as the activities of music teaching.
Conclusion
This research confirms that music is an important part of the students’ leisure time, and
that girls, compared to boys, spend more time daily on listening to music. The influence of
a stimulating family background on the preference of classical music, the evaluation of the
effects of subjects on students (burden/relaxation) and the evaluation of the usefulness of
the subject, is also determined. Furthermore, the positive impact of additional music
lessons and the preference of classical music on estimation of importance and usefulness
of Music Culture course have been noted. Younger students, compared to older students,
prefer classical music, consider the subject of Music Culture course more important and
more useful, and as the subject that relaxes them. Music culture course is ranked third by
favour, both in one teacher education and in subject teaching. Regarding gender
differences, there was a difference in almost all components of attitudes towards the Music
Culture course, except in estimating the classes per week of the course. And, finally, it is
confirmed that younger boys and girls prefer singing, and older students listening to music
as a music teaching activities.
The fact that classroom students have positive attitudes towards music teaching and are
open and flexible to listen to music of different styles, including classical music, is very
supportive and encouraging for classroom teachers. Children should be surrounded by
high-quality musical works from the earliest days and we should also allow them to enjoy
in the world of music.
Our results are in accordance with the results of the researches that confirm the decrease of
interest in music lessons with age (Boal-Palheiros, Hargreaves, 2001). The reasons for
decreased interest in music teaching are mostly explained by the fact that the content of the
subject is not adapted to the challenges and changes of the modern society in which
students live, then with great discrepancy in the choice of music at home and in the school.
Listening to music in home and in school have different functions: the first one is
connected with enjoyment, emotional mood and social relationships, while the second one
is linked to motivation for learning and teaching content (Boal-Palheiros, Hargreaves,
2001). Furthermore, the decrease in interest for music teaching can be explained by
differences in student motivation for learning different subjects at different stages of
development, but also in the inflexibility of music pedagogues trained within the Western
European classical music tradition and are largely reluctant to adapt and modernize their
curriculum. Related to this, it would be interesting to explore the attitudes of high school
students towards music classes, and to compare them with attitudes of elementary school
students.
16
GLASBENOPEDAGOŠKI ZBORNIK, 26. zvezek
References
Boal-Palheiros, Graça M., Hargreaves, David J. (2001). Listening to music at home
and at school. British Journal of Music Education 18, no. 2, pp. 103-118.
Comber, Chris, Hargreaves, David J., Colley, Ann (1993). Girls, boys and technology
in music education. British Journal of Music Education 10, no. 2, pp. 123-134.
Crowther, Robert D., Durkin, Kevin (2006). Sex- and age-related differences in the
musical behaviour, interests and attitudes towards music of 232 secondary school
students. Educational Studies 8, no. 2, pp. 131-139.
Dobrota, Snjeana, Reiæ Ercegovac, Ina (2016). Zašto volimo ono što slušamo:
glazbeno-pedagoški i psihologijski aspekti glazbenih preferencija. Split: Filozofski
fakultet Sveuèilišta u Splitu.
Dobrota, Snjeana, Reiæ Ercegovac, Ina (2011). Stavovi uèenika prema glazbi i
nastavni glazbene kulture. Školski vjesnik. Èasopis za pedagoška i školska pitanja 60,
no. 2, pp. 199-210.
Dobrota, Snjeana, Obradoviæ, Ivana (2012). Stavovi uèenika osnovne škole prema
glazbi i nastavi glazbe. Školski vjesnik. Èasopis za pedagoška i školska pitanja 61, no.
1-2, pp. 115-131.
Dobrota, Snjeana. (2016). Stavovi studenata prema umjetnièkoj glazbi i glazbenoj
nastavi. Školski vjesnik. Èasopis za pedagogijsku teoriju i praksu 65, pp. 33-47.
Haladyna, Tom, Thomas, Greg (2015). The Attitudes of Elementary School Children
toward School and Subject Matters. The Journal of Experimental Education 48, no. 1,
pp. 18-23.
Harrison, Anna C., O’Neill, Susan, A. (2003). Preferences and children’s use of
gender-stereotyped knowledge about musical instruments: Making judgements about
other children’s preferences. Sex Roles 49, no. 7-8, pp. 389-400.
Hewstone, Miles, Stroebe, Wolfgang (2001). Uvod u socijalnu psihologiju. Europske
perspektive. Jastrebarsko: Naklada Slap.
Holfve-Sabel, Mary-Anne (2007). A comparison of student attitudes toward school,
teachers and peers in Swedish comprehensive schools now and 35 years ago.
Educational Research 48, no. 1, pp. 55-75.
Miranda, Dave (2013). The role of music in adolescent development: much more than
the same old song. International Journal of Adolescence and Youth 18, no. 1, pp. 5-22.
Mirkov, Sneana I. (2002). Neki èinioci formiranja stavova prema nastavnim
predmetima. Nastava i vaspitanje 51, no. 5, pp. 383-399.
North, Adrian C., Hargreaves, David J. (2007a). Lifestyle correlates of musical
preference: 1. Relationships, living arrangements, beliefs, and crime. Psychology of
Music 35, no. 1, pp. 58-87.
17
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...
North, Adrian C., Hargreaves, David J. (2007b). Lifestyle correlates of musical
preference: 2. Media, leisure time and music. Psychology of Music 35, no. 2, pp.
179-200.
North, Adrian C., Hargreaves, David J. (2007c). Lifestyle correlates of musical
preference: 3. Travel, money, education, employment and health. Psychology of Music
35, no. 3, pp. 473-497.
Pegg, Carole (1984). Factors affecting the musical choices of audiences in East
Suffolk, England. Popular music 4, pp. 51-73
Rojko, Pavel. Metodika nastave glazbe, Teorijsko tematski aspekti. Osijek: Sveuèilište
Josipa Juraja Strossmayera. Pedagoški fakultet Osijek, 1996.
Rojko, Pavel (2012). Metodika nastave glazbe. Teorijsko-tematski aspekti. Drugo
izmijenjeno i dopunjeno izdanje - elektronièko. Osijek: Sveuèilište Josipa Jurja
Strossmayera. Pedagoški fakultet Osijek.
Shavitt, Sharon (1989). Operationalizing functional theories of attitude. In Anthony R.
Pratkanis, Anthony R. (Ed), Breckler, Steven J. (Ed), Greenwald, Anthony G (Ed).
Attitude structure and function. Hillsdale, NY: Lawrence Erlbaum, pp. 311-337.
Sunara, Nina (2016). Glazbene preferencije i stavovi uèenika prema umjetnièkoj glazbi
i glazbenoj nastavi. Diplomski rad. Split: Filozofski fakultet.
The Curriculum for Elementary Schools (2006). Zagreb: Ministry of science and
education.
18
GLASBENOPEDAGOŠKI ZBORNIK, 26. zvezek
Povzetek
Cilji glasbenega pouka v hrvaški osnovni šoli so: uvajanje uèencev v glasbeno kulturo,
spoznavanje osnovnih elementov glasbenega jezika, razvijanje glasbene ustvarjalnosti,
vzpostavljanje in usvajanje meril za kritièno in estetsko vrednotenje glasbe. Uèni naèrt
predmeta Glasbena kultura je odprt, kar pomeni, da uèitelj svobodno izbira naèine
aktivnega muziciranja. Poslušanje in spoznavanje glasbe sodi v obvezen del kurikula.
V raziskavi so bila preuèevana stališèa osnovnošolcev do predmeta Glasbena kultura
glede na spol, starost, druinsko okolje in dodatni glasbeni pouk. Preuèevan je bil vpliv
spola in starosti na preference do razliènih glasbenih dejavnosti pri glasbenem pouku. Kot
merska instrumenta sta bila uporabljena splošni vprašalnik in vprašalnik za preuèevanje
stališè uèencev do predmeta Glasbena kultura. V aprilu in maju 2017 ju je izpolnilo 225
uèencev drugega, tretjega, sedmega in osmega razreda osnovnih šol v Splitu in Stobreèu.
Rezultati so pokazali, da ima glasba zelo pomembno vlogo v ivljenju uèencev, še posebej
deklet. V primerjavi s fanti veè èasa dnevno namenjajo poslušanju glasbe. Potrjen je bil
vpliv druinskega okolja na dajanje prednosti klasièni glasbi, na oceno delovanja
predmeta na uèence (obremenitev/sprostitev) in na oceno koristnosti predmeta. Razviden
je tudi pozitiven vpliv izvenšolskega glasbenega pouka na dajanje prednosti klasièni
glasbi in na oceno pomena in koristnosti predmeta Glasbena kultura. Mlajši uèenci so v
primerjavi s starejšimi uèenci bolj dajali prednost klasièni glasbi ter zaznavali predmet kot
pomemben, koristen in sprošèujoè. Glasbena kultura je bila glede priljubljenosti
rangirana na tretjem mestu tako na razredni stopnji kot na predmetni stopnji osnovne šole.
Razlike glede na spol so bile potrjene pri skoraj vseh komponentah stališè do Glasbene
kulture, razen pri ocenjevanju tedenskega fonda ur predmeta. Rezultati so pokazali, da
mlajši uèenci in dekleta raje pojejo, starejši uèenci pa imajo kot glasbeno dejavnost
najraje poslušanje glasbe. Dejstvo, da imajo uèenci na niji stopnji pri razrednem pouku
zelo pozitivna stališèa do glasbenega pouka in da so odprti ter fleksibilni za poslušanje
razliènih glasbenih zvrsti - med njimi tudi klasiène glasbe -, je zelo spodbudno za razredne
uèitelje. Otroke mora e v najzgodnejšem obdobju obkroati kakovostna glasba, v njih
buditi pozitivna doivetja in uitek v njej.
19
Snjeana Dobrota, Sara Barbariæ: CROATIAN ELEMENTARY SCHOOL STUDENTS’ ATTITUDES ...