Pregled bibliografske jedinice broj: 948770
THE RELATION BETWEEN PEDAGOGICAL APPROACHES IN MUSIC EDUCATION AND STUDENTS̕PERFORMANCE ANXIETY
THE RELATION BETWEEN PEDAGOGICAL APPROACHES IN MUSIC EDUCATION AND STUDENTS̕PERFORMANCE ANXIETY // REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE JOURNAL OF ELEMNTARY EDUCATION, 11 (2018), 2; 143-157 doi:10.18690/rei.11.2.143-157.2018 (međunarodna recenzija, članak, znanstveni)
CROSBI ID: 948770 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
THE RELATION BETWEEN PEDAGOGICAL APPROACHES IN MUSIC EDUCATION AND STUDENTS̕PERFORMANCE ANXIETY
Autori
Bačlija Sušić, Blaženka
Izvornik
REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE JOURNAL OF ELEMNTARY EDUCATION (1855-4431) 11
(2018), 2;
143-157
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
Elly Bašić ; Functional music pedagogy ; music education ; music school with standard program ; music performance anxiety
Sažetak
Performance anxiety is a significant problem in general education, as well as in music education. Therefore, the purpose of this study is to determine whether the Functional Music Pedagogy (FMP) approach has a significant effect on music performance anxiety in children. The neglect of improvisation as a basic methodological tool in FMP instrumental practice could explain why the main effect of school type was not significant in this sample. The lack of Music Performance Anxiety differences between students who have learned music through distinct pedagogical approaches can be interpreted as a result of the physiological and psychological developmental changes that arise on entering puberty as a consequence of hormonal changes and increased emotions during early adolescence
Izvorni jezik
Engleski
