Digitalni repozitorij Sveučilišta u Zadru

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Glazbena kultura sviranje u nastavi učiteljevo sviranje budući učitelji sviračke kompetencije Music is an integral part of human life and its importance is evident in individual development from an early age. The understanding appreciation and personal experience of music are largely shaped through music education. Music Culture classes play an important role in pupils' holistic development by enabling direct engagement with music through listening singing movement play creativity and practical music-making. Since the 2006/2007 school year Music Culture in Croatian general education schools has been taught according to an open curriculum model in which music listening is the only compulsory activity while the implementation of other areas of music education including instrumental playing is determined by the teacher. Although pupils' instrumental playing is not a compulsory area of instruction it has considerable educational value because it contributes to the development of rhythmic and motor skills creativity and active participation. At the same time teachers' instrumental playing has an important methodological role in Music Culture classes as it can be used to accompany pupils' singing and instrumental playing guide their musical expression lead musical activities and encourage motivation and active participation. Since the use of instrumental playing in teaching largely depends on teachers' musical competencies and their personal attitudes towards this activity it is important to examine how competent prospective primary school teachers feel in using their own instrumental playing as a methodological tool in the classroom. The aim of this master's thesis was to investigate primary teacher education students' attitudes towards instrumental playing in Music Culture classes their self-assessed competence in conducting instrumental activities and the relationship between these attitudes and their intention to use instrumental playing in their future work with pupils. The study also sought to determine whether a lack of personal instrumental skills represents the most commonly perceived barrier to implementing instrumental activities in Music Culture classes. The empirical part of the study employed a quantitative research approach using a questionnaire created in Google Forms. The study included 107 fourth- and fifth-year primary teacher education students from universities in Zadar Zagreb Rijeka Split Pula Osijek and Slavonski Brod. The questionnaire collected data on participants' previous instrumental experience attitudes towards instrumental playing self-assessed competence intention to use instrumental playing in their future teaching and potential barriers to implementing this activity.

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