engleski

Interdisciplinary approach to the theoretical musical subjects through cooperative teaching

In the course of their elementary music education, it is through the ear-training and instrument- playing lectures that students acquire the knowledge and skills enabling them to understand the language and performance of music. History of music and theoretical subjects (harmony, counterpoint, musical forms) are introduced in the secondary school of music, while the students of theoretical orientation are also being familiarized with the basics of conducting as well as score-reading and performing. Instruction on the said subjects is aimed both at equipping the students for a deep insight into the phenomenon of the art of music and giving them sound knowledge and ability to correlate all its manifestations. However, the secondary music school education has undergone numerous changes (with regard to the compilation of subjects and the time-table) and has been subjected to criticism. The subjects are often approached as formal disciplines, tuition is being reduced to verbalism and rules, and the dominant manner of listening to music is not artistic but illustrational. The contents of (seemingly different) theoretical disciplines are not being sufficiently correlated, and the methods of work are not suitable to the contemporary strategies of teaching and instruction. This has a negative effect as on the lecturers (resulting in a personal and professional isolation), so on the students (lack of motivation and interest). Quality changes can be introduced by way of interdisciplinary approach to the theoretical subjects, a kind of merging of musical and theoretical disciplines which can be achieved only through a team effort by teachers. The combination of interdisciplinary and team approach can bring about an improvement in the following areas: musical-cum-theoretical subjects’ contents, cooperation between teachers (in planning and preparation of content and educational technology), and the flexibility of time schedule organization of activities which would have beneficial influence on different levels of interaction between teachers and students. Such an open-end approach would also make it possible to interlink the theory of music and musical practice (creative and performative). Interdisciplinary and team teaching are not (sufficiently) developed in the Croatian education system in general, while the scientific and practical insights are just as lacking in the field of music teaching. The aim of this paper is to delve deeper into such approaches and offer possible suggestions and solutions.

theoretical musical subjects; secondary school of music; cooperative teaching; interdisciplinary approach

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