MUSIC EDUCATION – TERRA COGNITA? Edited by Marek Sedláček Brno 2016 Masaryk University Faculty of Education Music Education – Terra Cognita? Edited by Marek Sedláček Brno 2016 SBORNÍK PRACÍ PEDAGOGICKÉ FAKULTY MASARYKOVY UNIVERZITY č. 267 ŘADA HUDEBNĚ VÝCHOVNÁ č. 27 (Proceedings of the Faculty of Education, Masaryk University no. 267, Series Music Educational no. 27) Published under the financial support of the Masaryk University project MUNI/A/0990/2015 Reviews: Doc. Mgr. Petr Hala, Ph.D. et Ph.D. PhDr. Jiří Kusák, Ph.D. © 2016 Masarykova univerzita ISBN 978-80-210-8443-8 DOI: 10.5817/CZ.MUNI.P210-8443-2016 Content Introduction .............................................................................................................................. 4 List of authors ........................................................................................................................... 5 VIDULIN, Sabina: Extracurricular Musical Activities in Primary School from the Teachers’ Point of View .............................................................................................. 6 BRUNNER, Georg: Aesthetic Everyday Practices of Pupils and the Implications for Music Education .................................................................................................................................. 23 SEDLÁČEK, Marek: To the Results of the Research on Music Attitudes to the Artistic Music of the 20th in the University Youth in the Czech Republic from the Point of View of Music Pedagogy ....................................................................................................................... 41 MUSIL, Ondřej: The Term “Film Music” against the Background of the Research on Music Preferences of Czech University Students to Artificial Music of the First Two-Thirds of the 20th Century .............................................................................................................................. 47 HORÁKOVÁ, Renata: Music Culture of Contemporary Young People in the Czech Republic ................................................................................................................................... 52 BÁRTOVÁ, Jindřiška: The Specifics of Musical Brno in the 2nd Half of the 20th Century . 63 VEREŠ, Jozef: Culture and Education in Changing Spatial Paradigm .................................. 72 FROSTOVÁ, Jana: Voice Care Counselling for Teachers and Students .............................. 77 ČERTKOVÁ, Terezie: The Development of Music Education in the Area of Pre-School and Out-of-School Pedagogy in the Czech Republic ...................................................................... 84 SCHÖNOVÁ, Kateřina: The Current Voice Education in the Czech Republic .................... 93 KUČEROVÁ, Judita: Shaping the Attitudes to Music Folklore in the Youth (The Chosen Aspects of the Research in the Context of School Practice) ............................ 100 Introduction The proceedings contain full-text papers presented in the sub-section of the 28th international music teacher conference MUSICA VIVA IN SCHOLA organized by the Department of Music, the Faculty of Education, Masaryk University in Brno (the Czech Republic) on 18–19th October 2016. The conference with the topic "Music education – terra cognita" preferred the original scholarly papers that could be thematically divided into two parts: A) The music and culture of the 20th century in general music education B) Current issues in music education The proceedings present besides the historical studies about the Czech art music of the 20th century (Bártová) and the philosophical-aesthetical studies (Vereš) especially the research empirical studies about the music preferences of the children and youth (Brunner, Sedláček, Kučerová, Musil) and their extracurricular musical activities (Vidulin, Horáková) as an important starting point for the current and future school music education. Other studies are focused on the reflecting new circumstances affecting music education in recent years, the issues of pre-school and out-of-school pedagogy (Čertková) and voice education in the Czech Republic (Schönová) or the issues about the voice condition care for teachers (Frostová). Brno, 9th December 2016 Marek Sedláček 4 List of authors /in alphabetical order/ Prof. PhDr. Jindřiška BÁRTOVÁ Prof. Dr. Georg BRUNNER Mgr. Terezie ČERTKOVÁ Doc. Mgr. Jana FROSTOVÁ, Ph.D. PhDr. Renata HORÁKOVÁ Doc. PhDr. Judita KUČEROVÁ, Ph.D. Mgr. Ondřej MUSIL MgA. Kateřina SCHÖNOVÁ Doc. PhDr. Marek SEDLÁČEK, Ph.D. Doc. Mgr. art. Jozef VEREŠ, CSc. Doc. dr. sc. Sabina VIDULIN 5 Extracurricular Musical Activities in Primary School from the Teachers’ Point of View Sabina Vidulin (Music Academy in Pula, University of Juraj Dobrila in Pula, Republic of Croatia) Abstract: The paper stresses the importance of organized and planned activities in primary1school students' free time, by means of their participation in extracurricular musical activities. In this process, it is important to focus on student satisfaction, active participation, and concrete contribution, which would ensure high-quality outcomes and influence comprehensive student development. Research results point out the advantages and drawbacks of organizing extracurricular musical activities in Croatian schools. Teachers stress that the interest of students ranges around average levels, that the curriculum is largely well adapted to their needs and capacities, but they also report that students cooperate successfully with one another and that the work atmosphere is pleasant. By offering various extracurricular musical activities in the school one can help students to broaden their knowledge and develop their musical skills. For this reason, offering new programs, materials, and approaches is inevitable if we wish to modernize these activities and receive greater student interest in participation. Key words: extracurricular musical activities, free time, primary school, teachers. Organization of students’ free time in extracurricular school activities Organization of students’ free time is one of the foundational questions of pedagogy, and thus also of education. Since this free time is susceptible to positive, but also to negative influences, it is important to undertake preventive measures and organize free time for students filled with high quality contents, monitored by professionals who will help in the development of students’ potentials. Organized students’ free time has multifold benefits for the children, school and community, and benefits are reflected in the positive experiences acquired through the participation in organized and planned activities. Students have an opportunity to develop in accordance with their dispositions and capacities, to improve their success at school, to cooperate with others, to be creative, which reflects on their overall intellectual, emotional, and social potentials. By means of individual and group activities, students gain knowledge, develop skills, become creative and innovative, open, but also learn of strategies for overcoming obstacles, problem solving, time management, forms of address and interaction with others. Advantages of participation in organized free time activities have been stressed by both pedagogical practice and research results, which have found that organized free time 1 Primary school in Croatia is compulsory and lasts eight years. 6 plays a major role and remains very important in the formation of the child’s positive traits (Delle Fave & Bassi, 2000; McHale, Crouter & Tucker, 2001; Ilišin, 2002). It was precisely to support organized, high-quality free time for students that Croatian schools introduced extracurricular activities in the late 1950s. Since then, these activities have been a constituent part of school structure, equal in importance to others, and since the 1990s they have been given additional attention, which has contributed to concrete results in the pedagogical practice. Extracurricular activities as a specific form of work at schools have enriched the life of the school and community, and through their use -- precisely due to their use -- the school has become recognizable in the broader environment. Likewise, as pedagogically conceived activities, they have the function of providing education in free time and education for free time (Mlinarević & Brust Nemet, 2012). Numerous researchers have pointed at the relevance of participation in extracurricular activities since such activities support communion and creativity, foster openness to new knowledge and to a different worldview. Shulruf, Tumen and Tolley (2008) suggest that extracurricular activities have positive effects on learning outcomes; Eccles et al (2003) and also Marsh and Kleitman (2003) report that such activities foster improved achievement at school and promote wellbeing and prosocial behavior; Darling (2005) and Khanlou (2004) think that this develops skills and emotional security. Obviously, extracurricular activities represent the right way to enhance overall student development and to contribute to the formation of students’ personal identity. Cindrić (1992: 51) describes extracurricular activities as “various organizational forms of gathering students together outside class hours at school, which are typically marked by activities in culture and arts, sports, engineering, recreation, and science (education). By means of such activities, students satisfy their creative and recreational needs, and particularly gain the culture of using free time”. Puževski