THE ROLE OF A TEACHER IN PROFESSIONAL MUSIC TRAINING

Danijela Zdravić-Mihailović

DOI Number
https://doi.org/10.22190/FUTLTE2001057Z
First page
057
Last page
066

Abstract


The paper deals with the role of a teacher in vocational music education, relying on the teaching practices in secondary education. Taking into account the nature of the subjects, their objectives and outcomes, as well as the modes of instruction, the paper examines the teacher – pupil relationship, and in line with the observations, examines the role of a teacher. What dominates in teaching an instrument or solo singing, which is individual and based on performing music, is partnership between teachers and pupils, but teachers’ motivational role and his role of an evaluator are also important. On the other hand, the role of a teacher in group teaching moves towards cognitive-diagnostic, and the role that becomes prominent is the role of a regulator of social relationships. It involves fostering of good interpersonal and collegial relations within the subjects based on collective performance, such as Choir, Orchestra or Chamber Music, because they are an important prerequisite for the quality of instruction. Aside from the specific teachers’ roles in the field of music education, the paper also points to some other important teachers’ roles in terms of their wider influence on pupils and social environment.

Keywords

high music school, music education, teacher

Full Text:

PDF

References


Anđelković, V. (2006). Šta čini specifičnim rad psihologa u muzičkoj školi [What Makes Psychologists’ Work in Music Schools Specific]. Primenjena psihologija, 157-162.

Bogunović, B. (2006a). Svojstva ličnosti nastavnika muzike [Personal Traits of Music Teachers]. Zbornik Instituta za pedagoška istraživanja [Proceedings of the Institute for Pedagogic Research], 38(1), 247-263.

Bogunović, B. (2006b). Saradnja učenika i nastavnika u kontekstu individualne nastave muzike [Cooperation of Pupils and Teachers in the Context of Individual Music Instruction] U Darovitost, interakcija i individualizacija u nastavi [Talent, Interaction and Individualization in School Instruction] (pp. 282-293). Vršac: Pedagoški fakultet; Temišvar: Univerzitet "Tibiscus".

Bogunović B., i Mirović T. (2014). Visoko obrazovanje muzički darovitih: studentske procene kompetencija nastavnika [Higher Education of Music Tallents: Students’ Evaluation of Teachers Competencies]. Primenjena psihologija, 7(3), 469-491.

Bogunović, B., i Stanišić, J. (2013). Kompetencije nastavnika muzičkih i opšteobrazovnih škola [Competencies of the Teachers of Music and General-Education Schools]. Pedagogija, 68(2), 193-206.

Brophy, J. (1989). Utjecaj nastavnika na postignuća učenika [Teacher’s Influence on Pupils’ Achievements] U: Kovačević, M., Šoljan, N. (Ured.). Psihologijska znanost i edukacija [Psychological Science and Education] (pp. 87-108). Zagreb: Školska knjiga.

Djurdjanović, M., & Stošić, I. (2017). Preschool Teachers and Their Levels of Interest in Developing Musical Competencies. Facta Universitatis, Series: Visual Arts and Music, 3(1), 15-27.

Grandić, R. (2001). Prilozi estetskom vaspitanju [Contributions to Aesthetic Upbringing]. Novi Sad: Savez pedagoških društava Vojvodine.

Harden, R. M., & Crosby, J. R. (2000). The Good Teacher is More Than a Lecturer – the Twelve Roles of the Teacher. Medical Teacher, 22(4), 334-347.

Hebib, E. (2009). Škola kao sistem [School as a System]. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu.

Ivanović, N. (2007a). Metodika opšteg muzičkog obrazovanja za osnovnu školu [Teaching Methods of General Music Education for Elementary Schools]. Beograd: Zavod za udžbenike i nastavna sredstva.

Ivanović, N. (2007b). Metodika opšteg muzičkog obrazovanja za srednju školu [Teaching Methods of General Music Education for High Schools]. Beograd: Zavod za udžbenike i nastavna sredstva.

Ivić, I., Pešikan, A., i Antić, S. (2001). Aktivno učenje [Active Learning] Beograd: Institut za psihologiju, Ministarstvo prosvete i sporta Republike Srbije, Ministarstvo za prosvjetu i nauku Crne Gore. http://eduforum.rs/pdf/Aktivno_ucenje_sr.pdf, accessed on 12. 12. 2019.

Lennon, M., & Reed, G. (2012). Instrumental and Vocal Teacher Education: Competences, Roles and Curricula. Music Education Research, 14(3), 285-308.

Maksić, S. (2006). Podsticanje kreativnosti u školi [Stimulating Creativity at Schools], Beograd: Institut za pedagoška istraživanja.

Mitrović, D. (1967а). Estetski doživljaj [Aesthetic Experience] In Pedagoški rečnik 1 [Pedagogical Dictionary 1] (p. 305). Beograd: Zavod za udžbenike i nastavna sredstva.

Pedagoški leksikon [Pedagogical Lexicon] (1996). Beograd: Zavod za udžbenike i nastavna sredstva.

Rulebook on Amendments to the Rulebook on the Curricula and Teaching Programmes for Four-year Vocational Schools in the Fields of Culture, Art and Public Informing. Official Gazette of the Republic of Serbia – Education Gazette, 1996.

Rulebook on Professional Competence Standards of Teachers and Their Professional Development. Official Gazette of the Republic of Serbia – Education Gazette, 2011.

Stojanović, D. (2015). Usklađenost nastavnog programa i udžbenika za Kontrapunkt u srednjim muzičkim školama [Compliance of Teaching Programmes and Course Books for Counterpoint in High Music Schools]. Artefact, 1(1), 83-92.

Stojanović D., i Zdravić Mihailović D. (2014). Problemi savremene nastave u srednjoj muzičkoj školi [Problems of Contemporary Teaching in Secondary Music School], U Dragan Žunić i Miomira Djurdjanović (Eds.), Balkan Art Forum: Umetnost i kultura danas [Balkan Art Forum: Art and Culture Today] (pp. 155-166). Niš: Fakultet umetnosti.

Stojiljković, S., Djigić, G., and Zlatković, B. (2012). Empathy and teachers’ roles. Procedia-Social and Behavioral Sciences, 69, 960-966.

Suzić, N. (2005). Pedagogija za XXI vijek [Pedagogy for 21st Century]. Banja Luka: TT-Centar.

Suzić, N., i Dubravac, D. (2011). Odnos između emocija i aktivne participacije učenika nа času [Relation between Emotions and Active Participation of Pupils in the Classroom]. Istraživanja u pedagogiji, 1(1), 11-25.

Vukasović, A. (1990). Pedagogija [Pedagogy]. Zagreb: Radna organizacija za grafičku djelatnost.

Zdravić Mihailović, D. (2016). Estetski doživljaj muzike u nastavnoj praksi [Aesthetic Experience of Music in the Teaching Practice]. (Doktorska disertacija) [Doctoral Thesis]. Niš: Filozofski fakultet.

Zdravić Mihailović, D., i Todorović, D. (2018). Između umetnosti i estrade ‒ profesionalni muzičari pred izazovima savremenog društva [Between Art and Entertainment Showbiz – Professional Musicians Face to Face with the Challenges of the Contemporary Society], U Маја Vukić (Eds.), Muzika u kulturi Srba i Bugara [Music in Serbian and Bulgarian Culture] (pp.157-170). Niš: Filozofski fakultet.

Živković, M. (2004). Harmonija za III i IV razred srednje muzičke škole [Harmony for III and IV Grade of Music High School]. Beograd: Zavod za udžbenike i nastavna sredstva.




DOI: https://doi.org/10.22190/FUTLTE2001057Z

Refbacks

  • There are currently no refbacks.


ISSN 2560 – 4600 (Print)
ISSN 2560 – 4619 (Online)