OČEKIVANJA UČENIKA OD OBRAZOVANJA U GLAZBENOJ ŠKOLI
STUDENTS’ EXPECTATIONS OF EDUCATION IN MUSIC SCHOOL

Summary/Abstract: Music education provided by music school has an optimal proportion of traditional and contemporary pedagogical methods, thus serving as a good example of successful coexistence of the “old” and the “new” in education. Its constant challenge is questioning the demands of time and planning necessary educational adjustments. This is the premise which this work focuses on and has come into being as part of the activities carried out to mark the 190th anniversary of the founding of Varaždin Music School and exploring today’s expectations of the education students receive in this school. The research, which was voluntary and anonymous, involved 152 Varaždin Music School students. The sample included students in the first preparatory grade, and in Grades from 1 to 4 of the secondary music school. The questionnaire on expectations of music education designed for this research was used. The t-test showed no statistically significant differences in the expectations of music education in the music school with respect to the sex of the respondents. An exception is the expectation of earnings, where the estimate of male students that they learn music because it creates the prospects for good earnings is statistically significantly higher than that of the female (t=3.81, p=0.000) respondents. Kruskal-Wallis’s test amongst the constructed groups - 1st and 2nd grade of preparatory education for secondary music school (MS43); 1st and 2nd grade of secondary MS; 3rd and 4th grade of secondary MS - showed statistically significant differences in the estimates of expectations of music education regarding the following statements: my parents motivated me to go to music school (estimates increase with age), I was surprised that for MS one has to regularly practice playing/singing (estimates decrease with age), I go to MS because I want to be a professional musician (estimates increase with age), MS did not meet my expectations (estimates increase with age), I learn music because it allows good earnings (estimates increase with age), I enrolled in MS because playing and singing is not difficult (estimates decrease with age), MS should offer more practical music content (estimates increase with age), MS does not provide enough theoretical music content (estimates increase with age), the most important in MS is to achieve good marks (estimates decrease with age).

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