Music listening within preschool music education in normative documents and professional publications in Serbia from the end of the XIX century until today
Abstract
Music listening is one of the significant and frequent activities that take place within the framework of preschool music education. In this paper, our intention was to investigate the modalities in this field within the normative documents and professional publications used and published in Serbia from the end of the 19th century until today, identify similarities and differences among these guidelines, and determine to what extent they are aligned with foreign literature in this field. In the introduction of this paper we created a theoretical framework that summarizes the key points and results of foreign research in this field. Subsequently, the publications used or published in Serbia were analyzed, using the content analysis technique, through selected categories - importance of music listening / goals and tasks in this field, criteria for selecting compositions for listening /suggested number of music pieces per year and methodical approach in the field of music listening.
In this paper, we identified several key topics in the field of pre-school music listening, present in both the foreign literature and the analyzed publications, and highlighted some differences in opinions presented in the analyzed publications. We have outlined the ways in which the importance of music listening has been addressedin some of the publications and summarized the goals set in the field of music listening. We found that in most publications the repertoire is limited to simple classical and traditional musical pieces and that only some publications gave a slightly wider view of the music repertoire. We concluded that there were no major disagreements among the authors regarding the methodical approach in the field of music listening. Namely, the music listening activity is usually composed of an introductory, central and final part. The first listening is devoid of questions and informations about the music piece, while the next ones are followed by certain tasks, questions or conversations about a single musical characteristic.We noticed that the verbal response of children is dominant, while the response through movement, musical or the artistic expression is largely neglected. The importance of increasing the variety of procedures within the music listening activities in pre-schools and the implementation of empirical research, which would confirm the validity of procedures often applied in practice, were pointed out.References
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