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Journal: Švietimas: Politika, Vadyba, Kokybe / Education Policy, Management and Quality (Vol.3, No. 2)

Publication Date:

Authors : ;

Page : 31-39

Keywords : teaching subject; musical culture;

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Music educators (J. Kievišas, 2007; V. Jakoniuk, 2011; Z. Rimkevičius, 2011 etc.) recognize /face the fact that the present–day /contemporary/modern teaching process is oriented to the domain of thinking, disregarding the emotional domain. Therefore the subject of music plays a secondary role, in respect to its entity it could be very useful while learning the subjects oriented towards the domain of thinking. During the research the attitude was considered that a learner (and not the learning disci-pline) to be the most important object in the educational process. The gymnasium learners of the II form participated in the research. It was expected for open, simple and earnest answers, so the method of an unfinished sentence was chosen. The questionnaire comprised the four unfinished sentences (i.e. “During the music lessons it was the most valuable .... for me“, “While leaning the subject of music it was the most difficult ... for me“, “To overcome difficulties … helped me ...“, and “Having overcome the difficulties I feel …”). Accordingly, the three parts of rating with the marks from 1 to 10 were used: to assess the teacher during the music lesson; a learner / a respondent assessing himself / herself about preparation and activity in the music lessons. The third question contained the considerations about the perfection and achievement in musical culture choosing the two marks while assessing: „from – to“. The thoughts of the learners‘, the reflection, the point of view, and the changing views were important both in the assessment and the reflection of the teacher‘s work as well as in the development of the didactics of the teaching subject. In summary, some conclusion was drawn: The music lessons were important not only to educate the learners, but also to develop the musical matter and it helped learn other disciplines (e.g., the interdisciplinary relationship and sys-tem within the content of the history subject) as well as it was necessary to the learner as means of relaxation (e.g., listening the classical music, singing), that had the formative influence on the successful education.

Last modified: 2017-08-18 15:48:08