<?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%">Marit  Mõistlik</style></author><author><style face="normal" font="default" size="100%">Tiina  Selke</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSMENT OF PARTICIPATION OR MUSICALITY: PILOT STUDY AMONG ESTONIAN MUSIC TEACHERS</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%">classroom activities</style></keyword><keyword><style  face="normal" font="default" size="100%">music lesson</style></keyword><keyword><style  face="normal" font="default" size="100%">music teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405179962.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">30</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to analyse what Estonian music teachers assess in music lesson and to what extent is it connected with their notion of musicality. A questionnaire was used to collect the data, which was compiled by the authors of the current study, the results of which were quantitatively analysed. Altogether 61 music teachers from all over Estonia participated in the study. It was found that music teachers primarily consider characteristics of musicality: sense of rhythm, ability to sing, and other traditional musical skills and their development. In addition, creativity is highly appreciated, but treated more like a slogan and in fact teachers do not know what they are assessing under the banner of creativity. It is also important to notice that music teachers assess visible musical activities as output giving evidence of musicality (“I assess what I see”). That means that receptive musical activities (i.e. listening to music) and general responsiveness to music are left aside when assessing pupils’ musicality. The current study proved the necessity to understand musicality more widely in socio-cultural context than solely musical skills and highlighted the need for harmonising the assessment criteria and notions among 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%">61-73</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></records></xml>