| Abstract [eng] |
Students of high-school age often face increased social expectations, emotional challenges, heightened sensitivity to environmental evaluation, as well as internal and external pressure to achieve higher academic results. Therefore, the promotion of emotional well-being in the school environment has become particularly relevant. At present, there is still a lack of comprehensive scientific research on the possibilities of developing students’ emotional well-being in music lessons from the teachers’ perspective—how music teachers of high-school classes perceive the development of emotional well-being, what opportunities they identify in music lessons, and what methods they apply in their pedagogical practice. Subject of research – the possibilities for developing high-school students’ emotional well-being in music lessons. Purpose of research – to investigate teachers’ attitudes towards the possibilities of fostering emotional well being among high-school students in music lessons. Research objectives: 1) to define the theoretical principles of emotional well-being development; 2) to present the characteristics of adolescence; 3) to discuss the factors, activities, and methods that promote emotional well-being among high-school students; 4) to conduct an empirical study in order to reveal music teachers’ attitudes towards the possibilities of developing emotional well-being among high-school students in music lessons. Research methods: analysis of scientific, methodological, pedagogical, and psychological literature sources; a qualitative study was conducted using a semi-structured interview method. Research sample: 7 music teachers working with high school classes were interviewed. Conclusions: 1. Music lessons have exceptional potential to contribute to the development of high-school students’ emotional well-being. 2. During adolescence, high-school students undergo significant biological, psychological, and social changes; therefore, a safe, supportive, and positive educational environment is particularly important for adolescents. 3. High-school students’ emotional well-being is influenced by individual emotional and psychological factors, such as self-esteem and self-confidence, as well as external factors, including a safe learning environment and communication based on understanding and respect. Methods and activities used in music lessons—such as music listening, discussion, group singing, music-making, and others—also contribute to the development of emotional well-being. 4. According to teachers, music lessons have significant potential to foster high-school students’ emotional well-being; however, they are associated with 6 specific challenges related to the undervaluation of the subject and the teacher’s role, lack of time, and students’ emotional and social difficulties. Keywords: high-school students, emotional well-being, music lessons. |
