Education and the music culture of Polish adolescents

Abstract

This is a study of selected aspects of the music culture of Polish adolescents who learn music at high school. It was assumed that the following factors form the foundation of music culture: positive motivation, interest, the understanding of music, and the experience of values relating to music. Music culture also requires some level of music information to facilitate the development of the capacity to experience music, and some level of activity in which musical interests are actualized. Three problems were studied: the sources of adolescents’ music culture, the functions of music in their lives, and their education. Two aspects of education were the focus of attention: conditions and achievements. It was assumed that music culture is an important goal of aesthetic education in adolescence.

Keywords

music activity music culture music education

Get full access to this article

View all access options for this article.

References

Aranowska, E. and Ciok, A. (1992) ‘Związki miedzy zmiennymi w interpretacji analizy skladowych glównych i analizy korespondencji’ (Relations between variables in the interpretation of principle component analysis and correspondence analysis), in E. Aranowska (ed.) Wybrane problemy metodologii badań (Selected issues in research methodology), pp. 133-167. Warszawa: Wydawnictwo Uniwersytetu Warszawskiego .

Finnas, L. (1987) ‘Do Young People Misjudge Each Other’s Musical Taste?’ , Psychology of Music 15: 152-166 .

Finnas, L. (1989) ‘A Comparison between Young People’s Privately and Publicly Expressed Musical Preferences’ , Psychology of Music 17: 132-145 .

Gabrielsson, A. (1993) ‘Emotion and Music’ , ESCOM. Newsletter 4: 4-9 .

Gordon, E.E. (1990) A Music Learning Theory for Newborn and Young Children. Chicago: GIA Publications .

Greenacre, M. (1984) Theory and Application of Correspondence Analysis. London: Academic Press .

Hargreaves, D.J. and North, A.C. (1999) ‘The Functions of Music in Everyday Life: Redefining the Social in Music Psychology’ , Psychology of Music 27: 71-83 .

Jankowski, W. and Miklaszewski, K. (2001) ‘Poland’, in D.J. Hargreaves and A.C. North (eds) Musical Development and Learning: The International Perspective, pp. 134-150. London: Continuum .

Kotarska, H. and Kaminska, B. (1984) Testy osiągnięc muzycznych dla młodzieższkolnej (Music achievement tests for students). Warsaw: WSiP .

10.

Merriam, A.P. (1964) The Anthropology of Music. Chicago: Chicago Northwestern University Press .

11.

Shuter, R. (1968) The Psychology of Musical Ability. London: Methuen .

12.

Shuter-Dyson, R. and Gabriel, C. (1981) The Psychology of Musical Ability. Cambridge: Cambridge University Press .

13.

Sloboda, J.A. (1991) ‘Music Structure and Emotional Response: Some Empirical Findings’ , Psychology of Music 19: 110-120 .

14.

Szubertowska, E. (2002) ‘Muzyczna aktywność własna a świadoma percepcja muzyki młodzieży szkółśrednich’ (Personal music activity and the conscious perception of music in secondary school pupils). Bydgoszcz: Wydawnictwo Akademii Bydgoskiej .

15.

Wragg, D. (1974) ‘An Investigation into Some Factors Affecting the Carry-Over of Music Interest and Involvement during the Transition Period Between Primary and Secondary Education’ , Psychology of Music, 2: 13-24 .