Home FOR AUTHORS Slovenská hudba 2017 Slovenská hudba, Vol. 43, No 1, p.7-33

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Slovenská hudba, Vol. 43, No 1, p.7-33

Title: Prístup učiteľa hudobného umenia k žiakovi vnímaný optikou žiakov
Author: Ľubomíra Záhradníková
Abstract: Interest-based music instruction at elementary level art schools is a type of learning that is not mandatory. We are convinced that in spite of this, or perhaps due to it, empathy and human emotions should not be absent from this type of education. However, in musical instrument instruction there is often a tendency to emphasize students' interpretive performance, overlooking how they are feeling. The aim of this research was to capture participants' experiences with the phenomenon of teacher's approach to musical instrument instruction, to reveal their feelings and the meaning they drew from the experience. We opted for qualitative research methodology, specifically phenomenological analysis. Eleven in depth, semi-structured interviews were conducted with young adults who had, in their earlier youth, participated in an elementary art school's musical curriculum. Data analysis (ranging from analytic induction to constant comparison; coding: open → axial → selective) produced the following nine categories: I remember..., or Story opening; Everything is about feelings, or What the student was feeling (including subcategories Child and fear, Unease as a type of fear); Teacher as a person, or Human dimension as more important than anything else (including subcategory Understanding brings amazing things); Teacher as an instructor; Selection of compositions, or The child also looks for meaning; Feedback; Alchemy of musical emotions or, Andrej’s esprit; Decision – “I don't want to play anymore,” or "I no longer want to play with him"; Panta rhei, or Music – objectives – values. The results show that an instructor's approach to students is deeply reflected in the feelings and internal experiences of participants. Reflecting teacher's approach, a student's feelings create an internal emotional climate that filters the educational content of instruction. Feelings of unease or even fear were able to distract the student from concentrating on the actual aim of instruction – music. Participants viewed kind, humane aspects of their teacher's approach – partnership not only through artistic (including student's participation in the selection of compositions) but also through personal dialogue – as especially positive. Negatively perceived teacher's approach was the key factor that motivated the onset of student's decision-making phase, resulting either in, “I do want to play, but not with him” (the problem was solved by replacing the teacher) or, “I no longer want to play” (student dropped out of instruction). These research results indicate that the area of students' internal experiencing should be taken into account during music teachers’ preparation and education, since not every extraordinary musician is automatically an extraordinary instructor. Above all, a teacher of children should be a human for another human being.
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Year: 2017, Volume: 43, Issue: 1 Page From: 7, Page To: 33


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