engleski

Teachers’ free time habits and their attitudes towards listening to music in music classes

In the last twenty years, the work of prominent Croatian music pedagogues has emphasized the importance of listening to music and the need to raise this area as a center in music classes in all eight grades of primary school (Dobrota & Reić Ercegovac, 2016 ; Svalina & Sukop, 2021 ; Vidulin, 2021). The results of several recent studies in which Croatian primary school teachers participated showed that listening to music is important for teachers, but it is not the most important area in music classes, and it is not more important than singing (Svalina & Arambašić ; 2021 ; Svalina & Sukop, 2021). Thus, primary school teachers do not implement listening to music as a central activity in music classes, as envisaged by the Primary School Curriculum (2006). In order to find out how important listening to music as a teaching area is for the subject music teachers and what the relationship is between the habits of subject music teachers to engage in leisure music activities with their opinions on the importance and representation of music listening activities in music classes, we conducted an empirical study in which the participants were subject music teachers employed in Croatian primary schools. In the study, we used convenience sampling (Cohen et al., 2000) comprised of 132 teachers. We used the surveying process during the research. The questionnaire was developed for the purposes of this research by the author of this paper. Quantitative analysis was used for data processing. Based on the results obtained, the basic descriptive parameters: arithmetic mean (M), standard deviation (SD), and the percentage of answers obtained, were calculated. Using the non- parametric Mann-Whitney U test, we compared the differences in answers regarding the teachers’ listening habits in their free time (Petz, 2007 ; Suzić, 2007). A sample of 132 respondents showed that music teachers spend most of their free time singing and listening to pop and classical music. According to music teachers, listening to music is necessary for music lessons, but it should be equal to other musical activities. Music teachers also believe students should listen to all kinds of music in class. The activity of listening to music is more important to those music teachers who often listen to classical music in their free time (z = 2.082 ; p = .037). It is important for music teachers who often listen to popular and traditional music in their free time to get to know all types of music, including classical, popular, and traditional music. Given the results obtained, we can say that even for music teachers, listening to music is not the most important activity in music classes. In addition, there is a connection between the opinions of subject music teachers about the importance and need to introduce certain types of music in music classes and their habits of listening to music in their free time.

free time ; listening to music ; music classes ; primary school ; subject music teachers

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