engleski

Traditional Music and Interculturality in Compulsory Basic Education

The doctoral dissertation problematises three topics: traditional music, interculturality and compulsory basic education.It approaches traditional music from the angle of its microcultural and multicultural features, while interculturality is viewed as an important dimension of the preservation of traditional culture and identity. Traditional music plays a role in the development of identity within compulsory basic aducation, foremostly through the music education process and through the general activity of the school as an educational and social institution. In the multicultural reality of Croatian society, traditional music is one of the footholds and stimuli for the dynamic development of the cultural identity of the individual and of the group. From a didactic, sociocultural, social and communication angle, the primary school is an important link between the diversity of traditional music and different folk cultures. In the work I wished to correborate and reinforce knowledge of the need for strengthening the sensibility of music education teachers and pupils towards their own musical and cultural identity as a source and stimulus for developing feelings for traditional musical and cultural pluralism in an urban environment ; and this not only as a latent or occasional reality but as a co-construct of the multicultural society and multicultural dialogue. The fundamental research question in the work is: whether primary school music education acknowledges traditional music as a co-construct of intercultural education in a multicultural society. The examination of teachers and pupils' was conducted in five Croatian cities that are also regional centres: Pula, Rijeka, Split, Zagreb and Osijek. The regional and intercultural implications for music pedagogy emanating from the theoretical and empirical research point towards the need for creating an intercultural musical strategy. This strategy includes activities such as: guiding the area of traditional music towards diversity and differences in the "me" and "as" relationship ; flexibility and sensitivity in adapting pupils and teachers to the multicultural musical reality ; guiding music education teachers towards research activity in the area of the music of micro-cultures and intercultural communication ; the support of the school and society for the musical education of teachers in the area of traditional music, lifelong learning ; an openness of education programmes towards multicultural musical traditions ; planning music education curricula with the aim of achieving a more significant interpolation of traditional music as a multicultural foothold and a form of intercultural dialogue. An intercultural musical strategy in compulsory basic education points toward changes and the adoption of a perception of the meaning of regional cultural identity and multicultural identity that lies in the co-construct of traditional music.

traditional music; Croatian traditional music; cultural identity; multiculturality; intercultural education; primary school

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