SANTRAUKA Edita Oželytė Mokymasis mokytis muzikos mokyklose Mokėjimas mokytis tampa reikšmingu tiek šiuolaikinės visuomenės, tiek ir atskiro asmens vertinimo kriterijumi. Mokymasis mokytis muzikos mokykloje nėra tirtas. Mokiniai pabaigę muzikos mokyklas dažnai nebūna pasirengę savarankiškai praktinei veiklai, o dauguma iš jų visai nebenori muzikuoti. Todėl mokėjimo mokytis klausimas muzikos mokykloms turėtų ypač rūpėti. Šio magistro darbo tikslas – ištirti mokymosi mokytis specifiką ir problematiką muzikos mokyklos kontekste. Darbe analizuojamos skirtingos muzikos mokymosi sistemos, muzikos mokymosi veiksniai, programiniai reikalavimai muzikos mokykloms. Išryškinti muzikos mokymosi kompetencijų elementai. Išanalizavus mokymosi mokytis specifiką muzikos mokykloje, buvo sukurtas mokėjimo mokytis muzikos mokykloje teorinis modelis. Kuriuo remiantis atliktas tyrimas, skirtas mokymosi mokytis muzikos mokykloje problematikai ištirti. Tyrimo rezultatai parodė, kad mokymasis mokytis muzikos mokykloje - sąlygojamas moksleivio domėjimusi muzika bei muzikos mokytojo asmenybe. Moksleiviai savarankiškai planuoja muzikos mokymosi procesą bei yra patenkinti savo mokymosi rezultatais. Tačiau visą informaciją, reikalingą muzikos mokymuisi pateikia mokytojai. Moksleiviai retai kalbasi apie mokymosi rezultatus su mokytojais. Tyrimo analizė byloja apie pedagoginio ryšio tarp moksleivių ir mokytojų stoką. Tyrimo analizė taip pat parodė, kad tokie muzikos mokymosi kompetencijų elementai kaip ritmo... [toliau žr. visą tekstą] / SUMMARY Edita Oželytė Learning to Learn in Music Schools Learning to learn has become an important criteria for evaluation of modern society, as well as of separate individuals. Learning to learn in music schools hasn‘t been considered as an object for research yet. After graduating from such schools, students are usually unprepared for self-practice, most of them don’t want to play music any longer. Therefore, the question of learning to learn should be taken into account by music schools seriously. The aim of this master thesis is to explore the specifics and problems of learning to learn in the context of music schools. The paper analyses the different systems of music education, music learning factors, program requirements for music schools. Elements of music learning competencies are also displayed in this work. After making an analysis of learning to learn specifics, a theoretical model for learning to learn has been created. A survey on problems of learning to learn in music schools, based on this model, has been carried out. The results of the survey showed that learning to learn in music schools is determined by students’ interest in music and by the personality of music education teacher. Students are planning their music learning process by themselves and they are satisfied with their learning outcomes. However, all the necessary information is provided by their music education teachers. Students are rarely discussing their learning results with teachers. The... [to full text]

The opportunity of development of education at Music Schools is analyzed in the Master’s Paper. The main purpose is to achieve the improved education programs. The key questions and answers are presented in this paper: why do the students attend the music school, does the education organized by the music school reflect the requirements, interests of the students and a question of expressiveness. To solve this pedagogical problem, the hypothesis has been presented- the musical education of music school students is more effective if the offered programs and the achievements of the students are combined. Also the requests of the students are important and as a result, different types of learning and teaching methods have been chosen to improve the education process. The research subject- the means to organize the education process at music schools. The aim of the research work- to investigate and evaluate the possibility to develop the education process at music schools. To achieve the goal, the following research tasks have been presented: 1) to investigate the problems while organizing the education of music schools; 2) to clear out the efficiency of the proposed programs while meeting the needs and interests of the students; 3) to examine the position of the parents, teachers and students’ about the possibilities to organize the education of the music schools. The questionnaires and pedagogical observation, used during the research work, enabled to affect the analysis of... [to full text]

Mokymo individualizavimo idėjos, tai susilpnėdamos, tai išryškėdamos, įvairiais aspektais pasireiškia skirtingose šalyse atspindėdamos pažangią ugdymo mintį bei praktiką. Išanalizavus literatūrą, buvo pastebėta, jog individualių užsiėmimų metu mokant vaikus groti instrumentu, individualizavimo problema yra mažai tyrinėta. Nebuvo rasta duomenų, kaip individualizavimo idėjos įgyvendinamos muzikos mokyklose, bendrojo fortepijono pamokose. Tyrimo tikslas – nustatyti individualizavimo principo taikymo bendrojo fortepijono pamokose ypatumus ir galimybes. Tyrimo objektas – individualizavimo principo taikymas bendrojo fortepijono pamokose. Tyrimo metodas – anketinė apklausa ir jos duomenų interpretacija. Siekiant išsiaiškinti kaip taikomas individualizavimo principas mokant vaikus groti bendro fortepijono pamokose B.Dvariono dešimtmetėje muzikos mokykloje buvo atlikta anketinė apklausa. Tyrime dalyvavo 20 Fortepijono skyriaus mokytojų ir 50 įvairaus amžiaus ir skirtingų specialybių mokinių, turinčių vieną privalomą, pusės akademinės valandos trukmės, bendrojo fortepijono pamoką. Apibendrinus apklausos rezultatus paaiškėjo, kad mokiniai demonstruoja pakankamai aukštą mokymosi groti fortepijonu motyvaciją. Atsiskleidė, kad mokiniai neturi savarankiško darbo įgūdžių ir nedemonstruoja noro groti savarankiškai. Dauguma mokinių norėtų reikštis aktyvioje koncertinėje veikloje, tačiau realių galimybių tam maža – pedagogai nedemonstruoja pakankamo pasitikėjimo mokinių galimybėmis... [toliau žr. visą tekstą] / The ideas of education individualization are weaker or stronger appearing in various ways in different countries and they indicate advanced practices and minds. The analysis of the literature showed that individualization problem in student’s individual lessons with music instrument has been little researched. There was not found any data how principles of individualization are implemented in the general piano lessons at music schools. Research Target – The determination of peculiarity and potential possibilities of applying principle of individualization in the general piano lessons. Research Object- The principle of individualization in the general piano lessons. Research Method- The survey with the questionnaire and interpretation of the data collected. There was conducted a survey at Vilnius Balys Dvarionas decennary School of Music to find out how principle of individualization is applied in the general piano lessons. The survey was of a questionnaire type. There participated 20 teachers from piano department and 50 schoolchildren of various ages and specializations in survey. Each student had mandatory lesson of general piano once in a week which lasted half of academic hour. The results of the analysis of the student’s questionnaire showed that there is high level of motivation to learn to play with the piano. There was revealed that students do not have the skills for independent work neither have they demonstrated wishes to play independently. Major part of the... [to full text]