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The differentiation and individualization of teaching in music education

Tina Drobnič (2014) The differentiation and individualization of teaching in music education. Diploma thesis.

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    Teachers meet various students during the course of their work, such as talented students and special-needs students. Due to different abilities, desires and needs of individual students, it is important to implement differentiation and individualization in the education process. This means adapting the lesson to a particular group (differentiation) or individual (individualization). Various didactic segments can be adapted to students, from teaching aids, teaching materials, time and location to teaching methods (methods, formats) and contents. This thesis tries to determine if and how often do teachers utilize differentiation/individualization of music classes, and how and to what extent do they adapt music lessons to the needs of musically talented students and to various groups of special-needs students. The theoretical part defines the concept of differentiation and individualization, describes their formats as well as musical activities, such as performing, creating and listening. The differentiation and individualization are defined according to the Music Education Curriculum (2011). This is followed by the definition of talent and musical talent and a description of work with musically talented students. Then comes the definition of special-needs students and a break down of special-needs student groups in general and from the viewpoint of music education. The empirical part tries to discover if and how do teachers utilize differentiation and individualization of music classes, whether they adapt musical activities to musically talented students and various groups of students with special needs, and whether the frequency of music education adaptation depends on the number of years they have been teaching and additional music education they have received. It also tries to find out how do they encourage musically talented students and how do they perceive their own professional ability in this regard. The empirical research was conducted on a sample of 59 elementary school teachers who filled out a questionnaire designed specifically for this thesis. The results show that most teachers utilize differentiation/individualization of music classes. Teachers often utilize differentiation/individualization in homogeneous and heterogeneous student groups whose formation is most often related to the students' musical abilities. Depending on the individual stages of the course, music education differentiation/individualization is most often used when strengthening knowledge, assessing and evaluating knowledge and finally when teaching and discussing new material. In terms of musical activities, they are most often used for performing and the least often for listening. The methods of work are adapted more often than the content itself. The musical activities that are being adapted to musically talented students and to various groups of special-needs students are generally the same, but there differences within these musical activities in terms of arrangement depending on the frequency of adaptation. The differences between teachers in terms of how long have they been teaching and additional music education they have received have not proven to be statistically relevant. A good two thirds of the teachers expect more from their musically talented students, and almost all of them encourage these students to take part in musical extracurricular activities. The majority of the teachers believe that they are only partially qualified to work with musically talented students and special-needs students.

    Item Type: Thesis (Diploma thesis)
    Keywords: differentiation of teaching, individualization of teaching, musically talented students, special-needs students, music education, musical activities
    Number of Pages: 146
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Barbara Sicherl KafolMentor
    izr. prof. dr. Mojca JuriševičComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10016073)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2085
    Date Deposited: 28 Mar 2014 11:34
    Last Modified: 28 Mar 2014 11:34
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2085

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