Abstract
Arts education, including music teaching (Dohány, 2010) in elementary schools is getting less and less importance in our present day education system, accordingly we find quite relevant to investigate the situation of music teaching in Romania among the Hungarian minority educationís elementary classes. This present study would like to map the extracurricular fields of music teaching in Covasna and Harghita counties in Hungarian classes through a questionnaire research made among teachers. Our objective is to investigate extracurricular musical education in elementary classes, where we would like to find out what kind of musical activities exist in this area and how intensively do pupils take part in these activities. The self-made questionnaire was sent out online in Covasna and Harghita counties, based on the teachers ‘database at the end of January in 2020. 78 elementary school teachers took part in this research. All the collected data was processed with the help of a statistical data analysing software, examining the descriptive statistical indicators. The analysis shows that few elementary class students take part in extracurricular activities.Romanian music pedagogy research do not extend to Hungarian minority classes, thus we see it important to investigate the extracurricular activities in counties where Hungarian minorities live.
Highlights
Extracurricular activitiesLearning is a continuous process which cannot be confined to a particular age-group or to a particular place
We examined how many of the 78 teachers in Covasna and Harghita counties choose music activities as an extracurricular activity within the optional class
Extracurricular activities are an important segment of music education
Summary
Learning is a continuous process which cannot be confined to a particular age-group or to a particular place. Non-formal or extracurricular education takes place in the form of after-school activities within or without the boundaries of the educational institution. Children can choose from activities - offered by the institution or other organizations- according to their own interests These activities are suitable for addressing the curriculum in a less formal context, giving space to experiential learning in order to develop certain skills and arous children’s interest in the subject (Adăscăliței, 2014; Vidulin, 2016). Non-formal education can be implemented for most subjects, children’s strong motivation to achieve goals, and time invested, both in learning and in deepening the knowledge acquired (in the case of music -practice) are indispensable for success. A study conducted by the ministry of education in 2018 shows that the optional subject is implemented in urban educational institutions, at national level there is very little demand for optional classes, given the already overloaded schedule (Barac, 2018)
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