| Abstract [eng] |
SUMMARY Edita Oželytė Learning to Learn in Music Schools Learning to learn has become an important criteria for evaluation of modern society, as well as of separate individuals. Learning to learn in music schools hasn‘t been considered as an object for research yet. After graduating from such schools, students are usually unprepared for self-practice, most of them don’t want to play music any longer. Therefore, the question of learning to learn should be taken into account by music schools seriously. The aim of this master thesis is to explore the specifics and problems of learning to learn in the context of music schools. The paper analyses the different systems of music education, music learning factors, program requirements for music schools. Elements of music learning competencies are also displayed in this work. After making an analysis of learning to learn specifics, a theoretical model for learning to learn has been created. A survey on problems of learning to learn in music schools, based on this model, has been carried out. The results of the survey showed that learning to learn in music schools is determined by students’ interest in music and by the personality of music education teacher. Students are planning their music learning process by themselves and they are satisfied with their learning outcomes. However, all the necessary information is provided by their music education teachers. Students are rarely discussing their learning results with teachers. The analysis of survey data has also showed that there is a lack of pedagogical connection. Another conclusion of the survey is related to such elements of musical education competencies as learning rhythm, learning playing techniques, learning to perform pieces of music using techniques of emotional expression, learning to play in groups and learning to compose or improvise. Such competencies are mostly developed by students who are studying in music schools. However, the remaining elements of music learning competencies – audiation, musical memory training, learning intonation, musical listening skills – are still among the problems of music education. |
