Jelena Martinović Bogojević | University of Montenegro (original) (raw)
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Papers by Jelena Martinović Bogojević
International Journal of Cognitive Research in Science, Engineering and Education, 2015
In an effort to look into the importance and structure of the program through a simultaneous anal... more In an effort to look into the importance and structure of the program through a simultaneous analysis of the achievement outcomes for the Music course in three countries – Croatia, Montenegro, and Serbia, the authors have performed a detailed analysis of a number of documents covering the topic in these countries. A comparative analysis of the contents of these documents has provided us with the opportunity to assess the speed at which the educational systems in the three countries are being reformed, the differences in the approach to individual areas, but also the need to provide joint theoretical efforts whose goal would be to foster what is the common denominator for us all – a promoted process of teaching music which would provide a simultaneous development of students’ artistic identity.
Musicological Annual, 2021
The prominent Slovenian musicians Anton Pogačar and Vida Matjan made an exceptional contribution ... more The prominent Slovenian musicians Anton Pogačar and Vida Matjan made an exceptional contribution to the development of the music culture of Montenegro in the second half of the twentieth century. The paper aims to highlight the most important segments of their professional activities in this context and present them to the wider musicological public.
Socio-kulturološka dimenzija kreativnosti nezaobilazni je aspekt u teorijskim razmatranjima fenom... more Socio-kulturološka dimenzija kreativnosti nezaobilazni je aspekt u teorijskim razmatranjima fenomena glazbene kreativnosti. Empirijska istraživanja i iskustva iz prakse dovela su do potrebe za rekonceptualizacijom i reinterpretacijom pojma glazbene kreativnosti u obrazovanju. Upravo se kroz socio-kulturološki kontekst razvio i pojam ‘kolaborativna kreativnost’ (eng. collaborative creativity). U školskoj praksi kolaborativna se kreativnost može ostvariti među učenicima, ali i među nastavnicima koji surađuju kroz realiziranje integrativne nastave, izvannastavnih aktivnosti i projektne nastave. U ovom radu predstavit će se neki oblici poticanja kolaborativne glazbene kreativnosti, s posebnim osvrtom na iskustvo učenika i utjecaj koji su zajednički stvaralački procesi imali na njihovu socijalizaciju, motivaciju, ali i na praktičnu primjenu usvojenih znanja. Za metodološki okvir iskorišteno je akcijsko istraživanje provedeno u jednom odjeljenju petog razreda osnovne škole tijekom školske...
Encouraging musical creativity in primary schools in Montenegro and Slovenia is determined by the... more Encouraging musical creativity in primary schools in Montenegro and Slovenia is determined by the course programs for music education, according to which music teaching in two countries is realised through three musical activities: performing, listening and creating. The similarities between the two primary education systems are characterised by the nine-year duration of primary school, which is divided into three threeyear cycles. Programme for the course Music Culture in Montenegro, dating from 2003, has been developed in collaboration with Slovenian experts. Thus, creation, as an activity, was clearly defined and has been represented in all the revised and new programs that followed. The aim of this paper was to analyse the representation of creation as an activity through which some of the important goals and learning outcomes are achieved in both general primary education systems. The obtained results show that this activity is more concretely represented in the Slovenian progr...
In an effort to look into the importance and structure of the program through a simultaneous anal... more In an effort to look into the importance and structure of the program through a simultaneous analysis of the achievement outcomes for the Music course in three countries – Croatia, Montenegro, and Serbia, the authors have performed a detailed analysis of a number of documents covering the topic in these countries. A comparative analysis of the contents of these documents has provided us with the opportunity to assess the speed at which the educational systems in the three countries are being reformed, the differences in the approach to individual areas, but also the need to provide joint theoretical efforts whose goal would be to foster what is the common denominator for us all – a promoted process of teaching music which would provide a simultaneous development of students’ artistic identity.
The Abstract: Music, as an aesthetic and psychological category, determines important segments of... more The Abstract: Music, as an aesthetic and psychological category, determines important segments of our individuality, but it also identifies us with others, through a common music experience. Music represents an identity key in different forms, from the individual through collective, to the global one. Multicultural societies, such as Montenegro, express the specificities of their ethnos through ethno -musicological dimension. In this context, music determines the national identity. The term of identity, especially in multicultural environments, is a flexible and variable category which changes depending on dialogue between cultures. To what extent does this flexibility reflect through music and does it speak in favor of ethnocentric reality, as a set of different and closed circles? In the framework of the school system the music teaching introduces 'music mother tongue' which contributes to creation of a cultural and national identity, as well as to surpassing ethnocentrism. Learning songs and dances from the country and the region, gives an opportunity to the students at an early age to learn about and experience specificities of both their own music folklore and that of other nations, through different music activities (singing, dancing, listening to music). The work provides an answer to the question of how can music serve as a transfer tool in dialogue between cultures and how can it advance interculturalism as a creative and nonverbal communication in the multicultural Montenegrin society.
International Journal of Cognitive Research in Science, Engineering and Education, 2015
In an effort to look into the importance and structure of the program through a simultaneous anal... more In an effort to look into the importance and structure of the program through a simultaneous analysis of the achievement outcomes for the Music course in three countries – Croatia, Montenegro, and Serbia, the authors have performed a detailed analysis of a number of documents covering the topic in these countries. A comparative analysis of the contents of these documents has provided us with the opportunity to assess the speed at which the educational systems in the three countries are being reformed, the differences in the approach to individual areas, but also the need to provide joint theoretical efforts whose goal would be to foster what is the common denominator for us all – a promoted process of teaching music which would provide a simultaneous development of students’ artistic identity.
Musicological Annual, 2021
The prominent Slovenian musicians Anton Pogačar and Vida Matjan made an exceptional contribution ... more The prominent Slovenian musicians Anton Pogačar and Vida Matjan made an exceptional contribution to the development of the music culture of Montenegro in the second half of the twentieth century. The paper aims to highlight the most important segments of their professional activities in this context and present them to the wider musicological public.
Socio-kulturološka dimenzija kreativnosti nezaobilazni je aspekt u teorijskim razmatranjima fenom... more Socio-kulturološka dimenzija kreativnosti nezaobilazni je aspekt u teorijskim razmatranjima fenomena glazbene kreativnosti. Empirijska istraživanja i iskustva iz prakse dovela su do potrebe za rekonceptualizacijom i reinterpretacijom pojma glazbene kreativnosti u obrazovanju. Upravo se kroz socio-kulturološki kontekst razvio i pojam ‘kolaborativna kreativnost’ (eng. collaborative creativity). U školskoj praksi kolaborativna se kreativnost može ostvariti među učenicima, ali i među nastavnicima koji surađuju kroz realiziranje integrativne nastave, izvannastavnih aktivnosti i projektne nastave. U ovom radu predstavit će se neki oblici poticanja kolaborativne glazbene kreativnosti, s posebnim osvrtom na iskustvo učenika i utjecaj koji su zajednički stvaralački procesi imali na njihovu socijalizaciju, motivaciju, ali i na praktičnu primjenu usvojenih znanja. Za metodološki okvir iskorišteno je akcijsko istraživanje provedeno u jednom odjeljenju petog razreda osnovne škole tijekom školske...
Encouraging musical creativity in primary schools in Montenegro and Slovenia is determined by the... more Encouraging musical creativity in primary schools in Montenegro and Slovenia is determined by the course programs for music education, according to which music teaching in two countries is realised through three musical activities: performing, listening and creating. The similarities between the two primary education systems are characterised by the nine-year duration of primary school, which is divided into three threeyear cycles. Programme for the course Music Culture in Montenegro, dating from 2003, has been developed in collaboration with Slovenian experts. Thus, creation, as an activity, was clearly defined and has been represented in all the revised and new programs that followed. The aim of this paper was to analyse the representation of creation as an activity through which some of the important goals and learning outcomes are achieved in both general primary education systems. The obtained results show that this activity is more concretely represented in the Slovenian progr...
In an effort to look into the importance and structure of the program through a simultaneous anal... more In an effort to look into the importance and structure of the program through a simultaneous analysis of the achievement outcomes for the Music course in three countries – Croatia, Montenegro, and Serbia, the authors have performed a detailed analysis of a number of documents covering the topic in these countries. A comparative analysis of the contents of these documents has provided us with the opportunity to assess the speed at which the educational systems in the three countries are being reformed, the differences in the approach to individual areas, but also the need to provide joint theoretical efforts whose goal would be to foster what is the common denominator for us all – a promoted process of teaching music which would provide a simultaneous development of students’ artistic identity.
The Abstract: Music, as an aesthetic and psychological category, determines important segments of... more The Abstract: Music, as an aesthetic and psychological category, determines important segments of our individuality, but it also identifies us with others, through a common music experience. Music represents an identity key in different forms, from the individual through collective, to the global one. Multicultural societies, such as Montenegro, express the specificities of their ethnos through ethno -musicological dimension. In this context, music determines the national identity. The term of identity, especially in multicultural environments, is a flexible and variable category which changes depending on dialogue between cultures. To what extent does this flexibility reflect through music and does it speak in favor of ethnocentric reality, as a set of different and closed circles? In the framework of the school system the music teaching introduces 'music mother tongue' which contributes to creation of a cultural and national identity, as well as to surpassing ethnocentrism. Learning songs and dances from the country and the region, gives an opportunity to the students at an early age to learn about and experience specificities of both their own music folklore and that of other nations, through different music activities (singing, dancing, listening to music). The work provides an answer to the question of how can music serve as a transfer tool in dialogue between cultures and how can it advance interculturalism as a creative and nonverbal communication in the multicultural Montenegrin society.