APA 6th Edition Šulentić Begić, J., Begić, A. i Pušić, I. (2020). Preferencije učenika prema aktivnostima i sadržajima u nastavi Glazbene kulture. Nova prisutnost, XVIII (1), 185-202. https://doi.org/10.31192/np.18.1.13
MLA 8th Edition Šulentić Begić, Jasna, et al. "Preferencije učenika prema aktivnostima i sadržajima u nastavi Glazbene kulture." Nova prisutnost, vol. XVIII, br. 1, 2020, str. 185-202. https://doi.org/10.31192/np.18.1.13. Citirano 18.05.2021.
Chicago 17th Edition Šulentić Begić, Jasna, Amir Begić i Ivana Pušić. "Preferencije učenika prema aktivnostima i sadržajima u nastavi Glazbene kulture." Nova prisutnost XVIII, br. 1 (2020): 185-202. https://doi.org/10.31192/np.18.1.13
Harvard Šulentić Begić, J., Begić, A., i Pušić, I. (2020). 'Preferencije učenika prema aktivnostima i sadržajima u nastavi Glazbene kulture', Nova prisutnost, XVIII(1), str. 185-202. https://doi.org/10.31192/np.18.1.13
Vancouver Šulentić Begić J, Begić A, Pušić I. Preferencije učenika prema aktivnostima i sadržajima u nastavi Glazbene kulture. Nova prisutnost [Internet]. 2020 [pristupljeno 18.05.2021.];XVIII(1):185-202. https://doi.org/10.31192/np.18.1.13
IEEE J. Šulentić Begić, A. Begić i I. Pušić, "Preferencije učenika prema aktivnostima i sadržajima u nastavi Glazbene kulture", Nova prisutnost, vol.XVIII, br. 1, str. 185-202, 2020. [Online]. https://doi.org/10.31192/np.18.1.13
Sažetak From the 2019/20 school year Music Culture classes should be implemented according to the Curriculum of the Music Culture for Primary Schools and Musical Arts for Gymnasium curriculum, which will enter all grades of primary school over the course of three years. The curriculum implements an open curriculum that allows teachers to adapt learning and teaching to students’ interests and abilities and their own preferences. Within the framework of the study, a study was conducted to identify students’ preferences for different activities and content in Music Culture teaching and to find out if there were differences in preferences with regard to class, student gender, and (non)attendance of extracurricular/after-school music activities. The survey, which took place during 2018, included 280 respondents, ie, fourth, sixth and eighth grade students were surveyed. The results show that students have a positive attitude towards teaching Music Culture and that they prefer singing and then listening to music and playing music. However, the representation of activities and content, apart from singing, is not proportional to the students’ preferences. The preferences for music activities according to the gender of students show that certain activities are in the same place for both male and female students. Also, listening to music is preferred by students who did not attend or do not attend music extracurricular/after-school music activities. In conclusion, we believe that students’ musical preferences should be taken into account when designing teaching units, choosing music, and organizing and conducting classes.