engleski

Art music in school: Challenges, benefits and opportunities

The aim of the paper is to examine the role of art music in primary and secondary school and to point to the advantages that cognitive-emotional listening as a modern didactical approach offers. The starting point is the fact that culture, art and art music are rarely the subject of interest and reflection of schoolchildren and that they appear sporadically in the media and reach the viewer/listener with difficulty. Hence, the aim of this paper is to point to the ways of implementing art music in music teaching with the intention to bring it closer to schoolchildren, and thus help them better understand and accept it. Music classes are an opportunity to learn more about art music, as the teaching process is conducted by an expert, there is literature that can be consulted, and learners have textbooks and multimedia teaching tools to work with. However, for learners to experience musical works, understand, appreciate and critically reflect on musical art and to accept art music, it is necessary to shift the focus of listening to music from the cognitive to the cognitive-emotional level. Cognitive- emotional listening to music is focused on the learner: on his or her initial experience of music, as well as on perceiving and understanding the work through the components filtered by her/his cognitive system, in accordance with her/his previous experience and prior knowledge of the artwork. The results of cognitive-emotional listening to art music works that the author will point to are a consequence of the practical application of a contemporary, didactically developed, model of listening to music in primary and secondary schools in Croatia, as well as of the findings of previous research on this model. Carefully selected musical works and creative didactical class realization should provide a pleasant experience and satisfaction for learners, and influence the development of their knowledge and skills, emotional enjoyment and experience of music. Given that the school is a place that should, with carefully designed materials and contents, as well as a competent teacher, contribute to the learner’s development of the ability to experience music, analyze, understand, but also critically evaluate works from national, European and world heritage, it is important to recognize the creation and implementation of contemporary learning and teaching strategies as an important part of school identity that directly affects the learner’s view of the world.

music teaching, cognitive-emotional listening to music, primary school, secondary school, art music

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