Specifičnosti slijepih učenika u osnovnoškolskoj nastavi solfeggia

master's thesis

• Author: Sonja Vojvodić
• Mentor: Sanja Kiš Žuvela (mentor)
• Granter: University of Zagreb; Academy of Music; (Music Pedagogy Department); Zagreb
• Defense date and country: 2019-06-28, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Art of Music; Music Education
• Scientific / art field, discipline and subdiscipline: INTERDISCIPLINARY AREAS OF KNOWLEDGE; Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)

Abstract

Diplomski rad usmjeren je prikazivanju specifičnosti slijepog učenika integriranog u nastavu solfeggia u glazbenim školama. Lišen uvriježenih predrasuda, slijepi je učenik postavljen u kontekst osjetilne kompenzacije, čime pokazujemo da sljepoća ipak ne mora dovesti do smanjenja praga osjetljivosti u ostalih osjetila, već može i rezultirati kvalitetnijom diskriminacijom elemenata zvuka kod onih slijepih pojedinaca koji su i glazbeno obrazovani. Taktilne i haptičke senzacije su, uza slušne, glavni izvor perceptivnih informacija u slijepih, što se u nastavi može primijeniti kroz pretvorbu određenih glazbenih elemenata iz slušnih u opipne. Prema Stančiću (1991), u slijepih postoji veća tendencija za konkretno naspram apstraktnome mišljenju. Nastavu je iz tog razloga potrebno maksimalno verbalizirati. U radu se razmatraju pojedine aktivnosti te korištenje pomoćne računalne programske podrške u nastavi. Predstavljamo aktivnosti za pospješivanje učenja ritma i melodije, poput Orffova instrumentarija te određenih igara. Podaci dobiveni analizom predmetne literature uspoređeni su s iskustvima dobivenim intervjuiranjem triju sudionika nastavnoga procesa.

Abstract (english)

The master’s thesis aims to show the specific characteristics of visually impaired pupils who are integrated in regular aural training processes at elementary music schools. The visually impaired pupil is observed without the common prejudices, in the context of sensory compensation in order to prove that blindness does not necessarily lead to sensory threshold decrease. Rather it can result in better sound discrimination quality in musically trained individuals. Tactile sensations are together with hearing the main source of perceptive information in the blind, which can be applied in teaching by converting some of the musical elements from auditory to tactile sensation. As Stančić (1991) had shown, blind individuals tend to use the concrete rather than the abstract way of thinking. Lessons should therefore be maximally verbalized. Hence, the thesis considers using extra materials and software in the teaching process. Some activities to improve rhythm and melody comprehension are presented; such as Orff instruments and other games. The results obtained through an analysis of the field literature are compared with the experiences given by three participants of the learning process.

• Keywords: glazbena pismenost; glazbene sposobnosti; sljepoća; solfeggio.
• Keywords (english): aural training; blindness; music abilities; musical literacy
• Language: croatian
• URN:NBN: urn:nbn:hr:116:285964
• Study programme: Title: Integrated Undegraduate and Graduate University Study Programme in Music Pedagogy (Double Major); Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistra glazbene pedagogije i edukacije povijesti umjetnosti (magistra glazbene pedagogije i edukacije povijesti umjetnosti)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-07-12 08:16:56