<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lenita Hietanen</style></author><author><style face="normal" font="default" size="100%">Satu   Uusiautti</style></author><author><style face="normal" font="default" size="100%">Kaarina   Määttä</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING ENTREPRENEURSHIP IN LEARNERS – AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic education</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurship education</style></keyword><keyword><style  face="normal" font="default" size="100%">music education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361861.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Entrepreneurship education is recommended to be a part of education already from the beginning of children’s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">34-48</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jaroslava Gajdošíková  Zeleiová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCLUSIVE MUSIC EDUCATION IN THE SLOVAK REPUBLIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational system in Slovakia</style></keyword><keyword><style  face="normal" font="default" size="100%">music education</style></keyword><keyword><style  face="normal" font="default" size="100%">primary art schools</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1415392207.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">48</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Slovak educational system went through several changes the last 20 years, and these changes affected also the structure of music education. The aim of this paper is to point out the changes in educational system, stated in different national school documents, in the context of innovations and changes in musical education. The author analyses predominantly music education in the specialized primary school system, namely in primary art schools. They are positively evaluating as favourable influence of music education on meaningful exploitation of free-time, in connection with prevention of socially unwanted phenomena, its influence on full-value exploitation of children´s free-time, observation and extension of components of regional culture in teaching and active share on cultural life of cities or villages, presentation in cultural undertakings, activity of various chamber ensembles in which pupils exploit and improve acquired abilities when practically playing in collective.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">23-33</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bogdana  Borota</style></author><author><style face="normal" font="default" size="100%">Andrej  Brodnik</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ICT ENVIRONMENT FOR INTERACTIVE LEARNING OF MUSIC IN THE FIRST GRADES OF PRIMARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">interactive learning</style></keyword><keyword><style  face="normal" font="default" size="100%">music education</style></keyword><keyword><style  face="normal" font="default" size="100%">musical image format</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399914186.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Modern technology is an important factor influencing the strategies of learning and teaching music. In Slovenia the information-communication environment Musical Image Format, Rhythm created by the authors represents the first example of the transfer of image format of music into the computer environment. There are two important elements of successful learning in this environment, i.e., properly conceived system architecture and graphic user interface, which enables simple and transparent as well as creative and problem based learning in the virtual community. At the same time the elaborated computer environment proved to be an adequate didactic tool in the establishment of the conditions for blended learning. The pedagogical evaluation of the prototype has shown that pupils have achieved the highest difference in their average marks before and after the research in the area of the use and the understanding of image music format. Significant results are achieved also in the field of recording and performing music format.</style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">16-24</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kristi Kiilu</style></author><author><style face="normal" font="default" size="100%">Maia Muldma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRESCHOOL MUSIC EDUCATION IN ESTONIA AS A REPRESENTATIVE OF CULTURAL LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">music education</style></keyword><keyword><style  face="normal" font="default" size="100%">music teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool children</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393667550.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Changes in the socio-economic development of Estonia influence the formation of value priorities in teaching of children in the system of preschool education. Music as a socio-cultural phenomenon represents one of the important parts of teaching and educational process. The authors of this article are concurrently the members of the commission on working out of the new State program 2008 on preschool education in the field of music. Based on common goals and tasks of a new curriculum, in the process of making up the subject program in music there has been carried out the research, the results of which will be reflected in this article. The key person in realisation of teaching and educational tasks has always been, is and will be the teacher. Therefore, it was extremely important to find out the value aims and positions of music teachers, who contribute to the effectiveness of application of musical education as a representative of motivation and knowledge of culture. The research that has been carried out in 183 Estonian and Russian-speaking infant schools in 2008 has embraced all the regions of Estonia. According to the results of the research, the conclusions can be reached that the priorities of musical activities defined by the teachers presume availability of sufficient musical material for enculturation of a child and getting to know by him or her of the cultural heritage; most of the respondents make up a group of so-called “bearers of the traditions” and give basis for assertion that their musical education represents familiarization with culture; the correlation of value priorities in application of different kinds of folklore shows that each of the four kinds of folk creation is the source of the culture study for music teachers.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">170-182</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maia Muldma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF MUSIC EDUCATION IN THE SOCIALISATION OF PUPILS OF GENERAL EDUCATION SCHOOLS OF ESTONIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">music education</style></keyword><keyword><style  face="normal" font="default" size="100%">socialisation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223056.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Schools of the two communities in Estonia, both Estonian speaking and Russian speaking, are social institutions, the objective of which is to maintain and reproduce the nation, language, culture as well as intellectual and ethical values. Involving pupils in ethnic culture promotes their acquisition of historic and cultural experience of their nation and develops their socio-cultural personality. In the process of the development of a society, in the spiritual life of an individual as well as in the culture as a whole an important place is occupied by music, which appears a characteristic feature of the given culture. In order to find out about the possibilities of applying music as a means of socialisation of pupils of different cultural backgrounds, an anonymous questionnaire was carried out among teachers of music of schools with different languages of tuition. The method of factor analysis was used to process the data of the study. The results of the study revealed that, according to the respondents’ opinion, music education acquires national importance as a means of developing social activeness of pupils and their formation as citizens. Music helps to develop social skills of pupils, helps pupils of Estonian- and Russian-medium schools to understand each other better and develop closer contacts. Both sides have to have a strong national identity, common values and high level of tolerance. The musical heritage of different nations is valuable for pupils of different cultural backgrounds. According to the results of the factor analysis of the study, convergence between the pupils of the Estonian- and Russian-medium schools is a complex process, in the course of which various factors are equally important, such as priorities of education, formation of national and ethnic identity, and also the process of socialisation.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">111-121</style></section></record></records></xml>