Kas įvyko, kad vaikai nekenčia liaudies muzikos?
LTReikšminiai žodžiai: Liaudies muzika; Liaudies muzika muzikos pamokose; Liaudies muzikos analizė; Muzikinis ugdymas; Pasaulinis liaudies muzikos kontekstas; Požiūris į liaudies muziką; Analysis of folk music; Attitudes towards folk music; Folk music; Folk music lessons; Music education; World context of folk music.
ENLithuanian pupils repeatedly identify Lithuanian folk music as the topic they dislike most in music classes. While the reasons should be examined more closely, a likely explanation may be inappropriate teaching methods. Pupils are reluctant to learn if they do not perceive meaning. Three questions facilitate the search for meaning: 1) Is it important, relevant or interesting to me? 2) Is the new information embedded in a context? 3) What is my emotional connection to the material? Meaning is not determined through content, but through the student’s relationship to previous learning and experiences. The search for meaning occurs by connecting one idea to another and embedding all knowledge in other knowledge. Two work songs were used to demonstrate the application of these learning principles in a high-school music lesson. By comparing and contrasting a Lithuanian flax harvesting song, Oi kūkalis kūkalis, with an American cotton picking song, Poor Little Johnny, students contextualized their culture and were more motivated to analyze and discuss the material. Comparing and contrasting are important elements in the learning process. Students store information into long-term memory by learning about similarities and they retrieve information by recalling differences. [From the publication]
