PERCEPCIJE STUDENATA MUZIČKE UMJETNOSTI O ULOZI MUZIČKOPEDAGOŠKIH RADIONICA U PREVENCIJI NASILJA
MUSIC STUDENTS’ PERCEPTIONS OF THE ROLE OF MUSIC PEDAGOGICAL WORKSHOPS IN THE PREVENTION OF VIOLENCE

Summary/Abstract: This paper examines music students’ perceptions of the role of music pedagogical workshops in the prevention of violence. The research was conducted using a qualitative design and focus group methodology, involving students from the Academy of Music at the University of East Sarajevo (six focus groups). The data were analyzed using reflexive thematic analysis. The results indicate that students predominantly express general and normatively constructed perceptions of the role of music pedagogical workshops. They often perceive the relationship between musical activities and socio-emotional outcomes as direct and self-evident, without a clear consideration of the pedagogical and contextual conditions of their implementation. The findings contribute to an understanding of how students interpret the role of music pedagogical workshops in violence prevention. At the same time, they highlight the need for stronger integration of theoretical concepts and practical pedagogical experience in the initial education of music students. In practical terms, the importance of contextually adapted and carefully structured workshops is emphasized. The theoretical contribution lies in the interpretation of the patterns through which music students construct meaning within their professional and pedagogical training. Due to the qualitative design and limited sample size, the findings are interpretative and context-bound; however, they offer valuable insights for improving pedagogical programs and fostering critical reflection among future educators.

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