Jaunesniojo mokyklinio amžiaus vaikų muzikiniai pasiekimai ir jų vertinimo problema
Achievements of Junior School Children in Music and Problem of Evaluating Them

Summary/Abstract: Teaching and learning are impossible without assessment, it is closely related with the aims of education. The main document of state level, regulating education content in a comprehensive school, is National Curricula and Education Standards (2003). National Curricula define direction of education, i.e. what and how pupils should be taught in order to acquire necessary knowledge and understanding, to develop essential skills and values. The Standards define the expected education results, i.e. what a pupil should have learned, what skills and values he / she should have developed. Seeking to ascertain the level of musical achievements of primary school pupils, a research was carried out where 264 children of junior school age from Klaipeda city took part (144 fourth formers and 120 second formers). The 12 pedagogues teaching the investigated pupils were chosen as the main assessors. Teachers were asked to ascribe the musical achievements of fourth formers and second formers to one or other level. The investigated pupils were assessed in four spheres of music activity, with some essential abilities ascribed to each of them. After summarizing the research results, the ability of pupils of both forms to hear and to intone melodic derivatives in harmony was evaluated the highest. Meanwhile, the data on the levels of other abilities is different in individual forms. The achievements of fourth formers are very high in description of music being listened to and performed. The majority of pupils of this form were evaluated as having high and higher levels. Fourth formers are also successful in creating simple compositions, singing correctly and expressively. The majority of second formers having reached the highest and high levels are among those, capable of applying musical experience in school environment. Creative abilities of pupils are assessed the lowest in both forms. Second formers experience difficulties in creating simple compositions, and fourth formers – in improvising. Musical achievements of fourth formers and second formers in all spheres of music activity were evaluated separately, i.e. while pupils were playing music, creating, listening to, describing and evaluating it, acquisiting its language. The research data showed that pupils‘ achievements in all spheres of music acivity are very similar. Few more second formers were ascribed to the high level of music language acquisition (even 54,5 %), while the abilities in listening to music, its description and evaluation were assessed the lowest. Meanwhile, the assessment of fourth formers in all the spheres of music activity distributed very similarly: the majority of the investigated pupils were ascribed to high and higher levels. A third of pupils were described as having reached only basic and minimum levels...

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