| Abstract [eng] |
The possibilities of organizing events at school are discussed in the work. The aim of the Master's thesis is to reveal the teachers' attitudes towards the possibilities of organising musical events in a school of general education. To achieve this goal, the following objectives were set: to analyse the concept and principles of organising events; to describe the specifics of musical events in a school of general education; to discuss the age range of pupils in the upper grades; to identify teachers' attitudes towards organising musical events in school through an empirical (qualitative) research. The object of the study was the organisation of musical events for senior pupils in a general education school. The analysis of the scientific literature led to the following conclusions: an event is a unified combination of words, actions, images, limited in time and space, intended to reveal a certain theme and expressed by appropriate means and methods. Events bring society together, develop culture, prevent forgetting the past, and motivate people to develop their knowledge and interest in the world. They are temporary events and each one is a combination of duration, environment, management and knowledge. The organisation of musical events in school should be based on age-grouping so that the needs, physical and mental capacities, pedagogical aims and objectives of the age group can be taken into account when designing the programme. Pupils in Years 9-12 are going through middle and late adolescence (15-19 years). They are emotional, their opinions change quickly, they want to stand out and be heard. It is important to note that pupils suffering from PTSD will avoid attention, be extremely withdrawn and want activities that match their interests. The qualitative research revealed that students need events, but unfortunately not all of them are willing to participate and contribute to the organisation. In order to get pupils in the upper grades involved in the organisation, teachers pay a lot of attention to their input and freedom of creativity, to building trust and rapport, and to motivating pupils. They work together to solve problems and encourage all pupils' initiatives. It is necessary to constantly look for new opportunities to involve pupils in the process of creating musical events, to find time for support, motivation, and inspiring words, so that pupils become more and more confident in their own abilities and create as many beautiful and meaningful musical events as possible. |
