音乐与儿童的幸福

Ivana Pušić, Jelena Brzica, Anja Papa
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引用次数: 0

摘要

幸福是高情感、社交、身体和认知健康的理想组合。它与一种自人类诞生以来就存在的元素密切相关:音乐。众所周知,音乐是个人生活中不可避免的一部分;它不仅影响当前的情绪,更重要的是,它是社会联系的一种手段,是治疗的一种工具,它影响整体生活质量。因此,根据《小学音乐文化课程》和《体育音乐艺术课程》,音乐文化课程的教学有意关注儿童发展的整体认知、心理运动和情感维度。通过听、唱、弹、伴乐运动、音乐游戏、音乐创意等音乐活动,营造轻松的课堂氛围,激发全体学生的满足感。学生可以在常规课程之外参加上述活动,也可以作为课外/校外音乐活动的一部分。本研究发现,小学生的幸福感自我评量有统计学上的显著差异,喜欢音乐文化科目者、喜欢在课堂上听古典音乐者、家庭成员听古典音乐者较有统计学上的显著差异,而参加(不参加)音乐活动者的幸福感自我评量无统计学上的显著差异。事实上,参加音乐活动的学生(不知不觉地)在生活的各个领域都不太满意。这可以用额外的义务来解释,例如准备考试和表演,这些义务是在为本研究的目的进行调查时,即在学年结束时进行的。但是,参加课外音乐活动的学生平均成绩更高,这是因为他们获得了良好的组织能力,这是成功完成学校任务所必需的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Music and Children's Well-Being
Well-being is a desirable combination of high emotional, social, physical, and cognitive health. It is closely related to an element that has existed since the beginning of humankind: music. It is common knowledge that music is an inevitable part of an individual's life; it affects not just the current mood but more importantly, it serves as a means of social bonding, as a tool for therapy, and it affects the overall quality of living. Therefore, according to the Curriculum of the subject Music Culture for Primary Schools and Music Arts for Gymnasium, the teaching of the subject Music culture is intentionally focused on the overall cognitive, psychomotor, and affective dimensions of the child’s development. Through musical activities listening, singing, playing, movement with music, musical games and musical creativity, it is also directed at creating a relaxed class atmosphere, as well as arousing a sense of satisfaction among all students. Students can engage in the aforementioned activities apart of regular classes as well, as part of extracurricular/out-of-school musical activities. This research shows that there are (some) statistically significant differences in the self-assessment of well-being of primary school students, in favor of those who like the subject Music culture, who like listening to classical music in class, and whose household members listen to classical music, while statistically significant difference with regard to (not) attending musical activities was not observed. In fact, students who attend musical activities are (imperceptibly) less satisfied in all life domains. This could be explained by additional obligations, such as preparations for exams and performances, which take place at the time of the survey for the purposes of this research, that is, at the end of the school year. But, it was determined that students who attend extracurricular musical activities have a higher grade point average, which is explained by the acquired good organizational skills necessary for successfully mastering school duties.
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