The frequency of music improvisation activities in the fourth and fifth grade of primary school.

Autor/inn/en	Krevel, Alja; znidarsic, Jerneja
Titel	The frequency of music improvisation activities in the fourth and fifth grade of primary school. Paralleltitel: Pogostost dejavnosti glasbene improvizacije v cetrtem in petem razredu osnovne sole.
Quelle	In: CEPS journal, 15 (2025) 4, S. 301-322Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35142 10.26529/cepsj.1783
URN	urn:nbn:de:0111-pedocs-351422
Schlagwörter	Kompetenz; Schuljahr 4; Schuljahr 5; Lehrer; Fachlehrer; Klassenlehrer; Curriculum; Improvisation; Musik; Musikpädagogik; Musikunterricht; Empirische Untersuchung; Integration; Slowenien
Abstract	The aim of the present study was to investigate and compare the frequency of the implementation of music improvisation activities in music lessons by classroom teachers and subject teachers teaching music in the fourth and fifth grade in Slovenian primary schools. The authors also explored the teachers' sense of competence to implement music improvisation activities, reasons for the infrequent inclusion of such activities and solutions for more frequent inclusion. A descriptive nonexperimental method of research was used, collecting data with a questionnaire. The study found that teachers occasionally carry out music improvisation activities, most often rhythmic improvisation. The results showed no differences between the frequency of improvisation activities between classroom teachers and subject teachers. However, subject teachers do feel more competent to perform music improvisation activities than classroom teachers and there was a weak correlation between the sense of competence and the frequency of improvisation activities in music lessons. Teachers cite a lack of time, knowledge and self-confidence as the key reasons for the infrequent implementation of music improvisation activities. They see solutions for the more frequent inclusion of music improvisation activities in additional music improvisation training and changes in the music curricula, advocating for more flexible and broadly defined learning objectives. Due to the small sample size, the results are not generalisable, but they do provide an insight into the current state of the integration of music improvisation activities in music lessons in the fourth and fifth grade of primary school. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3