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2021, vol. 26, br. 2, str. 205-223
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Slušanje muzike u kontekstu razvijanja i podsticanja kreativnog mišljenja kod učenika viših razreda osnovne škole
Listening to music in the context of developing and encouraging creative thinking in upper elementary school students
Sažetak
Nastavni predmet Muzička kultura, a naročito predmetno područje Slušanje muzike svojim pažljivo osmišljenim postupcima, metodama i aktivnostima omogućava bogaćenje duhovnog aspekta ličnosti učenika, kao i njegov skladan razvoj. Muzika predstavlja izvor pozitivnih emocija, zadovoljstva i estetskog doživljaja, te se smatra jednom od omiljenih učeničkih aktivnosti. Svrha rada jeste da utvrdi da li usmereno i osmišljenjo slušanje muzike podstiče i razvija kreativno mišljenje kod učenika. Uzorkom su obuhvaćeni učenici petih, šestih i sedmih razreda osnovne škole (N=108). Kreativno mišljenje je mereno modifikovanim Torensovim testom kreativnog mišljenja. Eksperimentalna grupa je tokom testiranja bila izložena uticaju slušnih primera koji su predviđeni nastavnim programom, dok je kontrolna grupa radila test bez prisustva auditivnog stimulusa. Rezultati istraživanja pokazuju statistički značajne razlike između kontrolne i eksperimentalne grupe čime se potvrđuje da slušanje muzike podstiče i razvija kreativno mišljenje kod učenika.
Abstract
The subject Music Culture, and especially the subject area Listening to Music, with its carefully designed procedures, methods, and activities, enables the enrichment of the spiritual aspect of the student's personality, as well as its harmonious development. Music is a source of positive emotions, pleasure and aesthetic experience, and is one of the favorite student activities. The paper discusses the problem of whether listening to music encourages and develops creative thinking in students. The sample included students in the fifth, sixth, and seventh grades of primary school (N = 108). Creative thinking was measured by a modified Torrance test of creative thinking. During the testing, the experimental group was exposed to the influence of auditory examples provided by the curriculum, while the control group performed the test without the presence of an auditory stimulus. The results of the research showed statistically significant differences between the control and experimental groups, which confirms that listening to music encourages and develops creative thinking in students.
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