APA 6th Edition Vidulin, S. i Martinović, V. (2015). Umjetnička glazba i oblikovanje kulturnoga identiteta učenika. Školski vjesnik, 64 (4), 573-588. Preuzeto s https://hrcak.srce.hr/153129
MLA 8th Edition Vidulin, Sabina i Vera Martinović. "Umjetnička glazba i oblikovanje kulturnoga identiteta učenika." Školski vjesnik, vol. 64, br. 4, 2015, str. 573-588. https://hrcak.srce.hr/153129. Citirano 25.10.2021.
Chicago 17th Edition Vidulin, Sabina i Vera Martinović. "Umjetnička glazba i oblikovanje kulturnoga identiteta učenika." Školski vjesnik 64, br. 4 (2015): 573-588. https://hrcak.srce.hr/153129
Harvard Vidulin, S., i Martinović, V. (2015). 'Umjetnička glazba i oblikovanje kulturnoga identiteta učenika', Školski vjesnik, 64(4), str. 573-588. Preuzeto s: https://hrcak.srce.hr/153129 (Datum pristupa: 25.10.2021.)
Vancouver Vidulin S, Martinović V. Umjetnička glazba i oblikovanje kulturnoga identiteta učenika. Školski vjesnik [Internet]. 2015 [pristupljeno 25.10.2021.];64(4):573-588. Dostupno na: https://hrcak.srce.hr/153129
IEEE S. Vidulin i V. Martinović, "Umjetnička glazba i oblikovanje kulturnoga identiteta učenika", Školski vjesnik, vol.64, br. 4, str. 573-588, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/153129. [Citirano: 25.10.2021.]
Sažetak School tends to shape pupils’ cultural identity. In this process, its partners are school subjects and contents that in its nucleus have an artistic note, and it is, among other things - music art. The role of music culture/music art is significant to the extent that the primary structure it deals with, is the artistic piece, and the main task is listening and analysing musical pieces. The pupils therefore, have the opportunity to acquire new knowledge and improve their musical skills, in the context of artistic and cultural value. In our paper we describe a method of work with a piece of music and we emphasize the importance of listening to music and learning about music in order for students to become critical listeners and connoisseurs of musical pieces, focusing also on the negative trends in teaching practice. The second part of the paper deals with the analysis of the works and composers that are proposed by the Teaching Plan and Programme. The domination of international compositions over compositions of national opus can be seen, in all classes, and the results indicate that W. A. Mozart is the composer that appeared more frequently in the programme. It would be interesting to enrich the proposed list with new pieces, new composers as well as to give greater possibility to other pieces to become part of pupils’ cultural experience.