Correlation between music and art in pre-school institutions
The results of the research conducted with the aim of examining the influence of music on children's artistic expression have shown that 'there is a special, almost organic relationship between musical and artistic creative expressions of pre-school children' (Filipović, Grujić-Garić,...
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| Format: | Article |
| Language: | English |
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Visoka škola strukovnih studija za vaspitače, Kruševac
2017-01-01
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| Series: | Sinteze |
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| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/2217-902X/2017/2217-902x1712039V.pdf |
| _version_ | 1811261735768686592 |
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| author | Vojkić Ljiljana O. Dubljević Jelena O. |
| author_facet | Vojkić Ljiljana O. Dubljević Jelena O. |
| author_sort | Vojkić Ljiljana O. |
| collection | DOAJ |
| description | The results of the research conducted with the aim of examining the influence of music on children's artistic expression have shown that 'there is a special, almost organic relationship between musical and artistic creative expressions of pre-school children' (Filipović, Grujić-Garić, 2009:319). By correlating the contents of music and art education one can more fully achieve the aims and tasks of pre-school education and upbringing, and children can develop as integral personalities. Pre-school children go through three stages: the scribbling stage /accidental realism - from age 2 to 4/, the preschematic stage /unsuccessful realism - from age 4 to 6/, and the schematic stage /intellectual realism - from age 6 to 9/ (Lovenfeld, 1975, cited in Filipović, 2011). Likewise, in children's artistic expression one can notice three levels: intellectual/narrative, artistic/expressive and notional/symbolic, which become even more expressive through musical stimulation (Filipović, Grujić-Garić, 2009). A correlation between music and art education in a pre-school institution is mostly based on listening to music which precedes or develops simultaneously with children's artistic expression. However, playing music can serve as a tool of becoming acquainted with and making difference between colours. Besides, children can become included in designing simple musical instruments (Đurković-Pantelić, 1998), or in their modelling with coloured dough or plasticine (Filipović, Kamenov, 2009). The correlation becomes even more conspicuous in musical dramatisation, where it is necessary to decorate the scene and make the costumes. The possibilities of establishing a correlation are numerous and various, and the ways of establishing it are familiar and inciting to children. |
| first_indexed | 2024-04-12T19:11:09Z |
| format | Article |
| id | doaj.art-632803d6880d4c848fce836c9784861d |
| institution | Directory Open Access Journal |
| issn | 2217-902X 2560-3078 |
| language | English |
| last_indexed | 2024-04-12T19:11:09Z |
| publishDate | 2017-01-01 |
| publisher | Visoka škola strukovnih studija za vaspitače, Kruševac |
| record_format | Article |
| series | Sinteze |
| spelling | doaj.art-632803d6880d4c848fce836c9784861d2022-12-22T03:19:53ZengVisoka škola strukovnih studija za vaspitače, KruševacSinteze2217-902X2560-30782017-01-0120171239522217-902x1712039VCorrelation between music and art in pre-school institutionsVojkić Ljiljana O.0Dubljević Jelena O.1Visoka škola strukovnih studija za obrazovanje vaspitača, PirotUniverzitet umetnosti u Beogradu, Fakultet muzičke umetnostiThe results of the research conducted with the aim of examining the influence of music on children's artistic expression have shown that 'there is a special, almost organic relationship between musical and artistic creative expressions of pre-school children' (Filipović, Grujić-Garić, 2009:319). By correlating the contents of music and art education one can more fully achieve the aims and tasks of pre-school education and upbringing, and children can develop as integral personalities. Pre-school children go through three stages: the scribbling stage /accidental realism - from age 2 to 4/, the preschematic stage /unsuccessful realism - from age 4 to 6/, and the schematic stage /intellectual realism - from age 6 to 9/ (Lovenfeld, 1975, cited in Filipović, 2011). Likewise, in children's artistic expression one can notice three levels: intellectual/narrative, artistic/expressive and notional/symbolic, which become even more expressive through musical stimulation (Filipović, Grujić-Garić, 2009). A correlation between music and art education in a pre-school institution is mostly based on listening to music which precedes or develops simultaneously with children's artistic expression. However, playing music can serve as a tool of becoming acquainted with and making difference between colours. Besides, children can become included in designing simple musical instruments (Đurković-Pantelić, 1998), or in their modelling with coloured dough or plasticine (Filipović, Kamenov, 2009). The correlation becomes even more conspicuous in musical dramatisation, where it is necessary to decorate the scene and make the costumes. The possibilities of establishing a correlation are numerous and various, and the ways of establishing it are familiar and inciting to children.https://scindeks-clanci.ceon.rs/data/pdf/2217-902X/2017/2217-902x1712039V.pdffine artsartistic expressioncorrelationkindergardenchildrenmusic |
| spellingShingle | Vojkić Ljiljana O. Dubljević Jelena O. Correlation between music and art in pre-school institutions Sinteze fine arts artistic expression correlation kindergarden children music |
| title | Correlation between music and art in pre-school institutions |
| title_full | Correlation between music and art in pre-school institutions |
| title_fullStr | Correlation between music and art in pre-school institutions |
| title_full_unstemmed | Correlation between music and art in pre-school institutions |
| title_short | Correlation between music and art in pre-school institutions |
| title_sort | correlation between music and art in pre school institutions |
| topic | fine arts artistic expression correlation kindergarden children music |
| url | https://scindeks-clanci.ceon.rs/data/pdf/2217-902X/2017/2217-902x1712039V.pdf |
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