Esu chorinio dainavimo mokyklos „Liepaitės“ muzikos istorijos mokytoja, mano mokinės 11-15 metų paauglės. Pati vesdama pamokas, atradau, kad didžiausia kliūtis pažinti klasikinę muziką – mokinių nedėmesingumas skambant muzikai. Pasidomėjus muzikos klausymo veiksena paaiškėjo, kad ši problema aktuali ir kitiems Lietuvos muzikos pedagogams. Pasirinkau Kokybinį veiklos tyrimą. Tyrimas vyko Vilniaus Chorinio dainavimo mokykloje „Liepaitės“, 2009 12, 2010 03 – 05 ir 2011 01 - 03. Tyrime dalyvavo trys 6 klasės grupės (po 13, 12, 13 mokinių ), pakartotinai – dvi 6 klasės grupės (po 13, 11 mokinių). Organizuotos 35 pamokos, – 7 pamokos su 5 grupėmis. Išnagrinėjus dėmesio savybes, dalyvaujančias mokymo procese ir būdingas paaugliams, paaiškėjo, kad paauglių dėmesingumas yra nepastovus ir lengvai pažeidžiamas, todėl svarbu jį kontroliuoti. Mokinių dėmesį gali palaikyti įvairūs dirgikliai: emocinės asociacijos, vaizdinės priemonės, fizinė veikla, mokinio interesai, poreikiai, veikla, reikalaujanti mąstymo, samprotavimų. Naudodama interviu, stebėjimo, anketinės apklausos tyrimo metodus, siekiau įvertinti pamokų metu naudotų muzikos klausymo metodikų veiksmingumą. Rezultatai parodė, kad siekiant pagerinti mokinių dėmesingumą muzikos klausymo metu, svarbu taikyti skirtingas mokymo priemones, kaip antai: muzikograma; improvizacinis šokis; užduotys, nukreiptos į emocinį kūrinio pažinimą; ritminės užduotys; lyginimo užduotys; muzikos klausymo užduotys, susietos su kūrybine... [toliau žr. visą tekstą] / I am a music history teacher at a choir singing school “Liepaitės.“ My pupils are 11-15 years old teenagers. During lessons I noticed that the main obsacle to acknowledge classical music is pupils’ lack of attention when the music is being played. After investigations about the process of music listening it appeared that this problem is relevant also to other Lithuanian music pedagogues. This qualitative action research study took place in Vilnius at the “Liepaitės: choir singing school in December, 2009, March-May, 2010 and January-March, 2011. Three groups from the 6th grade (13, 12 and 13 pupils) participated in the study. When the research was repeated – two groups of the 6th grade (13 and 11 pupils) participated. There were 35 lessons (7 lessons with 5 groups). After studying the qualities of attention involved in the teaching process and typical of teenagers, it appeared that teenagers’ attention is variable and easily susceptible to distraction, so it is important to control it. Pupils’ attention can be preserved with various stimuli: emotional associations, visual implements, physical activity, pupil’s interests and needs, as well as activity, requiring intellectual effort and reasoning. Applying research methods of interview, observation and questionnaire I strove to evaluate the efficiency of music listening methodology used in lessons. The results showed that trying to improve pupils’ attention while listening to music, it is important to apply different... [to full text]

In the master’s work “Creative assignments for encouraging music listening in lower school” possibilities of the realization of students’ linking for music listening during the lesson are analyzed. The contemporary pedagogy and artistic training refer to the spread of student’s experience, educators’ competence in varying methods and collaborating. Music listening is a special assumption of a person musical culture’s training, therefore, its stimulation is essential. Starting in the early training, music listening should be encouraged during the lesson and also in socio-cultural environment. For such music listening encouragement an experimental model of creative assignments was used. The aim of the work is to explore the possibilities of music listening encouragement by using creative assignments in lower school. The research shows that the creative assignment model is effective and the assumption of music listening encouragement is potential if creative assignments will be used while music listening. Novelty of the work. The possibilities of music listening encouragement in the lesson and socio-cultural environment by applying creative assignments are shown. The creative assignment model signally changes the efficiency of musical training and influences the student’s musical culture. The creative assignment model in music listening is concerted with E Velicka’s musical training program. Creative assignments in music listening activate students’ expression, give freedom... [to full text]