Izvleček
Strokovni svet RS za splošno izobraževanje je na predlog Nacionalne komisije za glasbeno šolstvo in Zavoda Republike Slovenije za šolstvo določil minimalne standarde znanja na glasbenih šolah, tudi na področju ustvarjanja glasbe. Vsak učenec mora pri predmetih nauk o glasbi in solfeggio vsako leto ustvariti in zapisati najmanj eno glasbeno vsebino. V prvem delu članka bomo izobraževalni cilj učenci ustvarjajo umestili na zemljevid izobraževalnih ciljev in nato v drugem delu predstavili še zemljevid človekovih osebnostnih lastnosti. V tretjem delu članka bomo oba zemljevida združili in oblikovali zemljevid izobraževalnih ciljev, osebnostnih lastnosti in timskih vlog. Na njem bomo opisali dva tipična načina izobraževalnega potovanja: po delnem in celostnem obsegu zemljevida. Pokazali bomo, da je prav doseganje izobraževalnega cilja učenci ustvarjajo nujen pogoj za prehod iz delnega v celostni obseg izobraževalnega potovanja. S prikazanimi razmisleki bomo preuredili in nadgradili strukturo izobraževalnih ciljev in procesov v tradicionalno uveljavljeni Bloomovi taksonomiji.
Abstract
Students in Music Schools Create Musical Content – Mapping Educational Goals, Traits and Team Roles
On the recommendation of the National Commission for Music Education and the Slovenian Institute
of Education, the Council of Experts of the Republic of Slovenia for General Education has established minimum standards of knowledge and skills in music schools, which also cover the area of music creation. Each student must compose and notate at least one piece of music each year for music theory
and solfeggio. The first part of the article places the “students will create” objective on the map of
educational objectives. The second part provides a map of human personality traits. The “Map of Educational Goals, Personality Traits and Team Roles” is then made by combining the first two maps. The
article shows how to create an educational journey using two typical methods: a partial map and a
full-scale map. We shall demonstrate that switching from a partial to a full-scale educational journey
requires accomplishing the “students will create” educational objective. The structure of educational
goals and procedures in the conventional Bloom’s taxonomy framework is restructured and improved
using the proposed factors.