Prethodno priopćenje

https://doi.org/10.59549/n.166.3-4.4

Homework in Music Art Lessons

Ivana Senjan orcid.org/0000-0003-1688-7825 ; Gimnazija Dr. I. Kranjčeva, Đurđevac, Hrvatska
Sabina Vidulin orcid.org/0000-0003-4840-9174 ; Muzička akademija Sveučilišta Jurja Dobrile u Puli, Pula, Hrvatska
Marlena Plavšić orcid.org/0000-0003-4035-6610 ; Filozofski fakultet Sveučilišta Jurja Dobrile u Puli, Pula, Hrvatska
Marina Diković orcid.org/0000-0003-3828-0725 ; Fakultet za odgojne i obrazovne znanosti Sveučilišta Jurja Dobrile u Puli, Pula, Hrvatska *

* Dopisni autor.

Sažetak

Homework is a frequently used didactical tool, but not in Music Art classes
in general secondary schools such as grammar schools. This research explored
the extent to which homework in the subject Music Art, through the
application of cognitive-emotional music listening, successfully contributes to
achieving the learning outcomes. It comprised 30 homework assignments
from four grammar schools. The results show that students achieved the expected
learning outcomes at higher levels of cognitive and emotional processing
according to Bloom’s taxonomy. Students analysed musical components
according to the cognitive-emotional music analysis form, described their
musical identity and preferences, listened to and selected musical pieces,
and described one music interpretation. It can be concluded that occasional
homework in music classes broadens students’ knowledge, listening repertoire,
and notions about themselves as music listeners.

Ključne riječi

cognitive-emotional music listening; grammar school; learning outcomes; music identity; music preferences

Hrčak ID:

340794

URI

https://hrcak.srce.hr/340794

Datum izdavanja:

10.12.2025.

Podaci na drugim jezicima: hrvatski

Posjeta: 372 *