engleski

Music teaching in a reformed education system: experience of Croatia and Montenegro

Regardless of occurring separately, reforms of education in Croatia and Montenegro have been gravitating towards the same goal – building a system that shall put the overall development of students to the fore with focus on their competencies. This implied directing the teaching process to goals and outcomes, not just to contents as it was done in the previous practice. Strategy of the reform was based on an open type of teaching programs which allow the teachers to choose the contents on their own, as well as methods and means for achieving specific objectives. In this work, we will show similarities and differences in the curriculum and other educational documents of the two countries, with focus on the field of music. Joint positions on conceiving a new school are found in the field of development of child’s overall identity, the concrete system, teaching process and in connecting the school with local community. By conducting the comparative analysis, we compared music teaching programs in the primary school, as well as the objective, tasks and outcomes of the course program through the music field based on cycles. It is obvious that, even though there are similarities in the music teaching programs in the primary school, primarily in relation with contents presented to students, differences between Croatian and Montenegrin music class are reflected in the focus of music teaching related to covered areas and the number of classes envisaged for realization of teaching contents.

Course Program ; Croatia ; Education System ; Montenegro ; Music ; Reform

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