Ishodi učenja i vrednovanje učenika u nastavi teorijskih glazbenih predmeta u glazbenim školama u Hrvatskoj.
The evaluation of the teaching and learning process in the music education system in the Republic of Croatia is regulated on various levels, including the national level, which contains laws, regulations and music schools' curricula, and music school level, which contains documents like the school's...
| Publicado en: | Nova Prisutnost Vol. 23; no. 1; pp. 155 - 174 |
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| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Christian Academic Circle / Krscanski Akademski Krug
2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | The evaluation of the teaching and learning process in the music education system in the Republic of Croatia is regulated on various levels, including the national level, which contains laws, regulations and music schools' curricula, and music school level, which contains documents like the school's statute, annual plan and program, and internal evaluation regulations. Pre-university music education system in Croatia encompasses learning music at the preschool level (one or two years), elementary level (six years) or preparatory level (two years), and high school level (four years). The aim of this paper is to explore evaluation approaches and processes within the Music Theory Subjects at the elementary, preparatory, and high school level, including Ear Training, Music Theory, Harmony, Counterpoint, Musical Forms, History of Music, Conducting, Score Reading and Playing, and Choir. We analyzed entrance exams and diagnostic evaluation, formative monitoring and evaluation, and summative evaluation of students' success through exam implementation. In addition, we compared curricula used in most of the Croatian music schools with the Functional Music Pedagogy (FMP) curricula on both levels (elementary and high school). The curricula of music theory subjects were analyzed in order to review and compare the following categories: subjects' content, learning aims, goals, and objectives, formulation of the learning outcomes, and outcomelevels (if included in the curricula). Furthermore, we were interested in the approaches to final exams, which refer to exam requirements, parts of the exam (written, oral, and performance exams), and exam organization (in front of the subject teacher and/or the committee). The analyzed data indicate the lack of a single methodology, both in defining the learning outcomes, and in describing the exam requirements and circumstances, whilst there are many differences between the curricula used in most of the schools, and the FMP curricula. This results in unevenly constructed curricula, and unequally implemented evaluation criteria. Vrednovanje učenika u sustavu formalnoga glazbenog obrazovanja u Republici Hrvatskoj, onoga koje se odvija u osnovnim i srednjim glazbenim školama, ostvaruje se na nekoliko razina. Regulacija procesa vrednovanja uključuje zakone, pravilnike i nastavne planove i programe glazbenih škola propisane na nacionalnoj razini, kao i ostale akte poput statuta, godišnjega plana i programa te pravilnika o vrednovanju učenika, izrađenih na razini svake glazbene škole. U ovom je radu istražen pristup vrednovanju učenika u teorijskim glazbenim predmetima, analizom i usporedbom dijelova nastavnih programa koji se odnose na ishode učenja te sadržaj, strukturu i provedbu ispita. Dobiveni podatci ukazuju na nepostojanje jedinstvene metodologije pri izradi nastavnih programa, kako u definiranju ishoda učenja, tako i u opisivanju sadržaja i okolnosti provedbe ispita, što - između ostaloga - rezultira neujednačenim kriterijima vrednovanja na nacionalnoj razini. |
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