FREQUENCY OF VARIOUS FORMS OF CREATIVITY IN TEACHING MUSIC CULTURE IN PRIMARY SCHOOL – 3RD AND 4TH GRADE
DOI:
https://doi.org/10.5937/Keywords:
music creativity, music literacy, younger school age, teaching Music CultureAbstract
The aim of the paper was to present the significance and various forms of music creativity and to determine how often the forms of music creativity, which teachers encourage in the Music Culture classes in the 3rd and 4th grade of the primary school, are represented. We examined how often the following types of creativity are represented: improvised movement accompanied by music, making illustrations while listening instrumental or singing musical example, conceiving lyrics on a well-known melody, conceiving a melody on the lyrics of the poet; making melody and lyrics of songs and creating rhythmic escort and arrangements for performing on rhythmic instruments on a chant/song/musical play. The sample of the research consisted of 74 teachers. A descriptive method is applied. The results of the research showed that in the future more work should be done on the music literacy of pupils, since it is a prerequisite for work on more demanding forms of musical creation. In the area of children's music creativity in 3rd and 4th grade, it is necessary to find a way to encourage teachers to focus on more complex types of music creativity, such as creating melody on poetry texts, making both melody and song lyrics.
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