Carrying out the Principle of Horizontal Connectedness and Professional Justification in the Planned Curriculum for Kindergartens in the Field of Music Education
Author(s)
Olga Denac
ABSTRACT
The article presented the results of a study which included 159 pre-school teachers from all over Slovenia. The aim of the research was to determine whether teachers in the process of operative planning of the educational process account for the principles of horizontal integration and professional justification. We analyzed the planned curriculum in terms of structure, activities, goals, principles and contents. The results of the research show that the music education has been losing professional autonomy within the field of art, as kindergarten teachers only partially carry out individual principles of the curriculum in the planning of the educational process.
The article presented the results of a study which included 159 pre-school teachers from all over Slovenia. The aim of the research was to determine whether teachers in the process of operative planning of the educational process account for the principles of horizontal integration and professional justification. We analyzed the planned curriculum in terms of structure, activities, goals, principles and contents. The results of the research show that the music education has been losing professional autonomy within the field of art, as kindergarten teachers only partially carry out individual principles of the curriculum in the planning of the educational process.
KEYWORDS
Curriculum for Kindergartens, Principle of Horizontal Connectedness and Professional Justification, Planning of the Educational Process, Music Education
Curriculum for Kindergartens, Principle of Horizontal Connectedness and Professional Justification, Planning of the Educational Process, Music Education
Cite this paper
Denac, O. (2015) Carrying out the Principle of Horizontal Connectedness and Professional Justification in the Planned Curriculum for Kindergartens in the Field of Music Education. Creative Education, 6, 1867-1873. doi: 10.4236/ce.2015.617191.
Denac, O. (2015) Carrying out the Principle of Horizontal Connectedness and Professional Justification in the Planned Curriculum for Kindergartens in the Field of Music Education. Creative Education, 6, 1867-1873. doi: 10.4236/ce.2015.617191.
References
[1] Abbs, P. (1994). The Educational Imperative. London: Falmer Press. [2] Best, D. (1992). Generic Arts: An Expedient Myth. Journal of Art and Design Education, 11, 27-44.
http://dx.doi.org/10.1111/j.1476-8070.1992.tb00686.x [3] Bevc, V. (2005). Interdisciplinary Planning and Connecting Educational Process. In T. R. Vec (Ed.), Encouraging the Active Role of Students in the Classroom (pp. 50-89). Ljubljana: Zavod Republike Slovenije za Solstvo. [4] Curriculum for Kindergartens. (1999). Ljubljana: Ministrstvo za Solstvo in Sport. [5] Denac, O. (2002). The Role of Music in the Integral Development of the Child. Ljubljana: Zavod Republike Slovenije za Solstvo. [6] Denac, O., & Cagran, B. (2012). Achieving the Objectives of Arts and Cultural Education in Slovenian Pre-Service Teacher Training. Creative Education, 8, 1419-1425.
http://dx.doi.org/10.4236/ce.2012.38207 [7] Devjak, T., & Polak, A. (2007). Further Education and Training of Workers in the Field of Education. Ljubljana: Univerza v Ljubljani, PedagoSka fakulteta. [8] Dewey, J. (1934). Art as Experience. New York: Capricorn Books. [9] Drake, S. M. (1998). Creating Integrated Curriculum. California: Corwin Press, Inc. [10] Elliott, D. (1995). Music Matters: A New Philosophy of Music Education. New York: Oxford University Press. [11] Gardner, H. (1995). The Frames of Mind: The Theory of Multiple Intelligences. Ljubljana: Tangram. [12] Hargreaves, D. J. (1986). The Developmental Psychology of Music. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511521225 [13] Moog, H. (1968). Das Musikerleben des Vorschulpflichtigen Kindes. Mainz: Schott. [14] Phenix, P. (1964). Realms of Meaning: A Philosophy of the Curriculum for General Education. New York: McGraw Hill. [15] RadoS-Mirkovic, K. (1983). The Psychology of Music Abilities. Beograd: Zavod za udzbenike i nastavna sredstva. [16] Reid, L. A. (1986). Ways of Understanding and Education. London: Heinemann. [17] Russell, J., & Zembylas, M. (2007). Arts Integration in the Curriculum: A Review of Research and Implications for Teaching and Learning. In L. Bresler (Ed.), International Handbook of Research in Arts Education (pp. 287-302). Dordrecht: Springer.
http://dx.doi.org/10.1007/978-1-4020-3052-9_18 [18] Sicherl-Kafol, B. (2007). Process and Content Based Aspect of Interdisciplinary Connections. In J. Krek, T. Hodnik Cadez, J. Vogrinc, B. Sicherl-Kafol, T. Devjak, & V. Stemberger (Eds.), Teacher as Researcher: Action Research in the Fields of Cross-Curricular Integration and Conception of Education in Public Schools (pp. 112-130). Ljubljana: PedagoSka fakulteta.
[1] Abbs, P. (1994). The Educational Imperative. London: Falmer Press. [2] Best, D. (1992). Generic Arts: An Expedient Myth. Journal of Art and Design Education, 11, 27-44.
http://dx.doi.org/10.1111/j.1476-8070.1992.tb00686.x [3] Bevc, V. (2005). Interdisciplinary Planning and Connecting Educational Process. In T. R. Vec (Ed.), Encouraging the Active Role of Students in the Classroom (pp. 50-89). Ljubljana: Zavod Republike Slovenije za Solstvo. [4] Curriculum for Kindergartens. (1999). Ljubljana: Ministrstvo za Solstvo in Sport. [5] Denac, O. (2002). The Role of Music in the Integral Development of the Child. Ljubljana: Zavod Republike Slovenije za Solstvo. [6] Denac, O., & Cagran, B. (2012). Achieving the Objectives of Arts and Cultural Education in Slovenian Pre-Service Teacher Training. Creative Education, 8, 1419-1425.
http://dx.doi.org/10.4236/ce.2012.38207 [7] Devjak, T., & Polak, A. (2007). Further Education and Training of Workers in the Field of Education. Ljubljana: Univerza v Ljubljani, PedagoSka fakulteta. [8] Dewey, J. (1934). Art as Experience. New York: Capricorn Books. [9] Drake, S. M. (1998). Creating Integrated Curriculum. California: Corwin Press, Inc. [10] Elliott, D. (1995). Music Matters: A New Philosophy of Music Education. New York: Oxford University Press. [11] Gardner, H. (1995). The Frames of Mind: The Theory of Multiple Intelligences. Ljubljana: Tangram. [12] Hargreaves, D. J. (1986). The Developmental Psychology of Music. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511521225 [13] Moog, H. (1968). Das Musikerleben des Vorschulpflichtigen Kindes. Mainz: Schott. [14] Phenix, P. (1964). Realms of Meaning: A Philosophy of the Curriculum for General Education. New York: McGraw Hill. [15] RadoS-Mirkovic, K. (1983). The Psychology of Music Abilities. Beograd: Zavod za udzbenike i nastavna sredstva. [16] Reid, L. A. (1986). Ways of Understanding and Education. London: Heinemann. [17] Russell, J., & Zembylas, M. (2007). Arts Integration in the Curriculum: A Review of Research and Implications for Teaching and Learning. In L. Bresler (Ed.), International Handbook of Research in Arts Education (pp. 287-302). Dordrecht: Springer.
http://dx.doi.org/10.1007/978-1-4020-3052-9_18 [18] Sicherl-Kafol, B. (2007). Process and Content Based Aspect of Interdisciplinary Connections. In J. Krek, T. Hodnik Cadez, J. Vogrinc, B. Sicherl-Kafol, T. Devjak, & V. Stemberger (Eds.), Teacher as Researcher: Action Research in the Fields of Cross-Curricular Integration and Conception of Education in Public Schools (pp. 112-130). Ljubljana: PedagoSka fakulteta.