Naslov
Educate for music, educate by virtue of music”. Music education in primary schools in early socialism

Autori
Duraković, Lada

Izvornik
Südost-Forschungen (0081-9077) 76 (2018), 2017; 24-42

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
music , education, primary schools early socialism

Sažetak
In the post-war educational system, music education belonged to the domain of aesthetic education which, together with the other educational areas, was supposed to form a universally developed man. Music classes were expected to produce a social and educational impact. Special prominence was given to conceptual content, especially songs that promoted the sense of fraternity, patriotism and fierce dedication. This school subject was supposed to help young people acquire knowledge in the field of music theory, and teach them to spend their free time engaged in cultural and artistic consumption and production. The conceptual framework of music education was developed in line with several basic guidelines. It was supposed to be accessible to everyone, regardless of social status. Pupils were supposed to be taught that music is a powerful tool in facilitating social transformation. Since organization of class work had to encourage work in groups in which pupils get used to mutual assistance and cooperation, some of the common activities included joint music making, especially choir singing. Collective performance of socially engaged music contributed to strengthening political awareness, love for the homeland, work and friendship, and evoked memories of the National Liberation War. Curricula, which were indeed exceptionally ambitious, underwent frequent revisions and amendments, and constantly placing higher demands on teachers, thus eventually exceeding their capacities. To bridge the gap, music subjects were introduced into vocational schools for teachers and, later on, into teachers’ colleges. The Department of Pedagogy at the Music Academy in Zagreb was also established. Numerous public debates and discussions were held for the purpose of improving teacher motivation and advancing teaching methods. In the early post-war period, the scholarly endeavours of the most prominent music pedagogues were focused primarily on the issue of music literacy.

Izvorni jezik
Engleski

Znanstvena područja
Znanost o umjetnosti

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