Abstract:

This paper is based on the German reform pedagogue H. Gaudig’s [1] principle of free mental activity and the humanistic psychologist C. Rogers’ [2] ideas about the formation of the individual through pupil-centered learning as well as on the didactic model for pupils-oriented music lessons for grades 1-6, which is developed by the German researchers in the field of music education U.Gunther, T.Ott and F.Ritzel [3].

Two study questions are addressed in this paper:
At what level (high, middle or low) do primary school girls ans boys evaluate the most important factors for the implementation of pupil-oriented approach in music lesson, such as the independence and involving in determining and evaluating the music learning process as well as the creativity and communicative activities?

Is there a correlation between musical abilities, pupil’s interest, the importance of music lessons and the factors for the implementation of pupil-oriented approach in music lesson?

A self-assessment questionnaire consisting of 15 statements is designed to be filled out by primary school pupils (N=144) using 4 point Likert scale. A T-test is used to determine whether there are significant differences between boys` and girls` self-assessments. The Pearson`s correlation coefficient is used to determine the relationship between phenomena.

The analysis of study data shows that primary school girls and boys assess their independence, creativity and communicative activities during music lesson at a high level. The girls assess their willingness to engage in the evaluation of class activities during music lessons at middle level. If music lesson is important for primary school pupil, then he will be active (r=0.411, p<0.01), creative (r=0.459, p<0.01) and learn independently (r=0.500, p<0.01). Interesting music lesson encourages pupils to learn independently (r=0.607, p<0.01). Considering music subject as important (r=0.370, p<0.01) and interesting (r=0.505, p<0.01) school subject is not connected with the willingness to evaluate oneself during music lesson. If primary school pupil is creative (r=0.381, p<0.01) then he wants the teacher to take into account his musical abilities.

References:
[1] Gaudig H. (1968). Der Begriff der Arbeitsschule. In: Kerschensteiner G. Texte zum paedagogischen Begriff der Arbeit und zur Arbeitschule. BD.II Paterborn, S. 157.-162.
[2] Rogers C. (2014). On becoming an effective teacher: person-centred teaching, psychology, philosophy, and dialogues with Carl R. Rogers /Carl R Rogers, Harold C. Lyon, Jr., Reinhard Tausch. Abingdon, Oxon: Routledge, 251 pp.
[3] Günther U., Ott Th., Ritzel F. (1982). Musikunterricht 1-6. Weinheim und Basel: Beltz, S.210

Keywords:

Music lesson, primary school pupil, a pupil-oriented approach.