Muzikos pamoka gimnazijoje: mokymo ir mokymosi sąveikos aspektas

LTŠiame straipsnyje autorius, analizuodamas mokinių užrašus, pildytus dviejose muzikos pamokose, aiškindamasis savo kaip pedagogo darbo sėkmes ir nesėkmes, ieško mokymo ir mokymosi sąveikos, dalijasi savo pedagogine patirtimi. Pagrindiniai žodžiai: mokymas ir mokymasis, muzikos klausymas, pamoka, refleksija, užrašai.

ENDifferent authors (J. Kievišas, Z. Rinkevičius and others) have analysed teaching and learning issues in music lessons. G. Petty has presented a universal guide to contemporary teaching and learning. This author encourages a new approach to this mutual process considering the aspect of interaction, also selfevaluating the role of a teacher while teaching: e.g., teacher’s enthusiasm, an ability to teach resourcefully, an ability to visualise content of education employing ICT, an ability to link the content ofthe taught study subject with other study subjects and school learners' environment, which stimulates school students' active involvement and increases motivation. The author of the article analyses two music lessons presenting schemes of these lessons briefly. The qualitative research is based on music lesson notes of students from two gymnasium classes. In some situations, a wide variety of students’ statements are grouped ascribing them to a sub-category, whereas relative sub-categories are joined into categories. In their notes school learners evaluated their own knowledge, understanding and skills, for example, in variations; reflected activities during lessons: for example, impression made by J. S. Bach’s Toccata and Fugue in D Minor, etc.The sample included 150 gymnasium students (50 learners in the first lesson and 100 in the second one). Provided with a possibility of selfevaluating own achievements and own level of understanding, students were active and motivated during the lessons. The research revealed that gymnasium students tend to evaluate their knowledge, abilities and experience lower (by almost three points) than after the lesson. This enabled students to perceive how important teaching, i.e., teacher’s activity, is to learning. However, teacher’s activity should not suppress learning in child-centred education. On the other hand, a teacher, who is aware ofstudents’ achievements, expectations and opinions, is able to appropriately plan own steps in a lesson.