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Uporabljena je bila deskriptivna neeksperimentalna metoda z anketnim vprašalnikom, vključno z vprašanji o kompetentnosti učiteljev, razlogih za redko vključevanje ter predlogih za pogostejšo vpeljavo. Učitelji dejavnosti izvajajo občasno, najpogosteje ritmično improvizacijo, pri čemer ni razlik med razrednimi in predmetnimi učitelji. Predmetni učitelji se čutijo kompetentnejše, med kompetentnostjo in pogostostjo pa se kaže šibka korelacija. Kot ključne ovire navajajo pomanjkanje časa, znanja in samozavesti, rešitve pa dodatno usposabljanje ter spremembe učnega načrta z bolj prožnimi cilji.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/frequency-of-music-improvisation-activities-in-the-fourth-and-fifth-grade-of-primary-school/598494/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/frequency-of-music-improvisation-activities-in-the-fourth-and-fifth-grade-of-primary-school/598494.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Kakšen je bil namen raziskave?","Question",{"text":112,"@type":113},"Raziskava je preučila in primerjala, kako pogosto učitelji izvajajo dejavnosti glasbene improvizacije pri pouku glasbene umetnosti v 4. in 5. razredu ter zakaj so te dejavnosti vključene redkeje.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Kakšne rezultate raziskava ugotavlja glede pogostosti improvizacij?",{"text":117,"@type":113},"Ugotovitve kažejo, da učitelji dejavnosti izvajajo občasno, najpogosteje ritmično improvizacijo, pri čemer razredni in predmetni učitelji ne izkazujejo razlik v pogostosti.",{"name":119,"@type":110,"acceptedAnswer":120},"Katere razloge učitelji navajajo za redko izvajanje improvizacije in katere rešitve predlagajo?",{"text":121,"@type":113},"Kot ključne razloge navajajo pomanjkanje časa, znanja in samozavesti. Rešitve vidijo v dodatnem usposabljanju in spremembah učnega načrta, ki omogočajo bolj prožne in širše opredeljene učne cilje.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598494,1792395129,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":141,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Received: 27 October 2023, Accepted: 20 February 2024, Published on-line as Recently Accepted Paper: April 2024  \nDOI: [https://doi.org/10.26529/cepsj.1783](https://doi.org/10.26529/cepsj.1783)  \nThe Frequency of Music Improvisation Activities in the Fourth and Fifth Grade of Primary School  \nAlja Krevel*1 and Jerneja Žnidaršič2  \n• 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. We 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 asthe 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.  \nKeywords: classroom teachers, general music, music improvisation, primary school, subject teachers  \n1 *Corresponding Author. Faculty of Education, University of Maribor, Slovenia; [alja.krevel@um.si](alja.krevel@um.si).  \n2 Faculty of Education, University of Maribor, Slovenia.  \nPogostost dejavnosti glasbene improvizacije v četrtem in petem razredu osnovne šole  \nAlja Krevel in Jerneja Žnidaršič  \n• Namen te raziskave je bil preučiti in primerjati pogostost izvajanjadejavnosti glasbene improvizacije pri pouku glasbene umetnosti medučitelji razrednega pouka in učitelji predmetnega pouka, ki poučujejopredmet glasbene umetnosti v četrtem in petem razredu slovenskih osnovnih šol. Raziskali smo tudi občutek kompetentnosti učiteljev zaizvajanje dejavnosti glasbene improvizacije, razloge za redko vključevanje teh dejavnosti in rešitve za pogostejše vključevanje. Uporabljena je bila deskriptivna neeksperimentalna metoda raziskovanja, pri čemersmo podatke zbrali z vprašalnikom. Raziskava je pokazala, da učitelji občasno izvajajo dejavnosti glasbene improvizacije, najpogosteje ritmično improvizacijo. Rezultati niso pokazali razlik v pogostosti improvizacijskih dejavnosti med učitelji razrednega in predmetnega pouka. Kljubtemu se učitelji predmetnega pouka čutijo kompetentnejše za izvajanje dejavnosti glasbene improvizacije kot učitelji razrednega pouka, med občutkom kompetentnosti in pogostostjo izvajanja improvizacijskih dejavnosti pri pouku glasbene umetnosti pa se je pokazala šibka korelacija. Učitelji kot ključne razloge za redko izvajanje dejavnosti glasbene improvizacije navajajo pomanjkanje časa, znanja in samozavesti. Rešitve za pogostejše vključevanje dejavnosti glasbene improvizacije vidijo v dodatnem usposabljanju v glasbeni improvizaciji in spremembah učneganačrta za glasbeno umetnost v osnovni šoli, pri čemer se zavzemajo za prožnejše in širše opredeljene učne cilje. Zaradi majhnosti vzorca rezultati niso posplošljivi, vendar nudijo vpogled v aktualno","cbCaichJpU98j6Lg","https://ap.wps.com/l/cbCaichJpU98j6Lg","pdf",248777,22,"Slovenian","en","# Introduction\n## Improvisation in music education\n### Perception of improvisation vs composition","[{\"question\":\"Kakšen je bil namen raziskave?\",\"answer\":\"Raziskava je preučila in primerjala, kako pogosto učitelji izvajajo dejavnosti glasbene improvizacije pri pouku glasbene umetnosti v 4. in 5. razredu ter zakaj so te dejavnosti vključene redkeje.\"},{\"question\":\"Kakšne rezultate raziskava ugotavlja glede pogostosti improvizacij?\",\"answer\":\"Ugotovitve kažejo, da učitelji dejavnosti izvajajo občasno, najpogosteje ritmično improvizacijo, pri čemer razredni in predmetni učitelji ne izkazujejo razlik v pogostosti.\"},{\"question\":\"Katere razloge učitelji navajajo za redko izvajanje improvizacije in katere rešitve predlagajo?\",\"answer\":\"Kot ključne razloge navajajo pomanjkanje časa, znanja in samozavesti. Rešitve vidijo v dodatnem usposabljanju in spremembah učnega načrta, ki omogočajo bolj prožne in širše opredeljene učne cilje.\"}]","Pogostost dejavnosti glasbene improvizacije v četrtem in petem razredu osnovne šole | PDF",1792087035,55]