Learning Slovenian folk song in preschool music education

Abstract

Slovenian folk music is characterized by diversity, resulting from various historical and geographical influences, which are reflected in both vocal and instrumental music. Slovenian folk music plays a significant role in the preschool period. Educators and teachers often use folk songs and music to promote children’s development, language learning, musical listening, and social skills. The theoretical part of this study, grounded in the works of D. Kunaver and M. Terseglav, emphasizes the importance of folk music in reflecting and preserving cultural heritage. For this purpose, we wanted to introduce children to one of the Slovenian regions and teach them the most famous dance of this region. The aim of the study was to substantiate the potential of using the selected musical methods of teaching preschool children to prepare them for an independent performance in front of their parents, which includes singing and dancing. Each method was chosen based on its theoretical relevance to promoting various aspects of child development, such as language acquisition, social skills, and motor development. We also set ourselves the following goal: through all six curricular areas of pre-school education (sport, language, art, society, nature, and mathematics), children had to learn dance and develop in all areas, which are described in detail in the article. With the work, we wanted to check how quickly children learn song and dance with a selected methodical procedure, which was carried out from March to May 2024. The empirical part of the article describes and analyzes the methodological process of introducing the Slovenian folk song "Lepa Anka kolo vodi" to preschool children aged 5 years. After the entire implementation, we found that teaching with the chosen methodical process is significantly faster and more economical, and requires much more preparation from the teacher, because the work is more structured, since we emphasized the fact that the lessons were not conducted frontally, but in such a way that the children were active most of the time and not in a passive role. As a result, it was proved that through folk music, children become acquainted with the cultural heritage of their country, learn the lyrics of songs, and develop rhythmic and melodic abilities. Folk songs often include elements of national dances, allowing children to learn basic dance steps while simultaneously developing motor skills. The entire experience of preschool children with folk music can be regarded as an important part of cultural education, contributing to the formation of a child’s identity and sense of belonging to their culture. The scientific novelty of this study lies in its investigation of the integration of Slovenian folk music into early childhood education, specifically focusing on how contemporary pedagogical methods, such as the use of play, creativity, and modern technology, can enhance the learning experience for preschool children. The research provides new insights into the effectiveness of these approaches in teaching traditional folk songs and dances, demonstrating their potential to accelerate the development of rhythmic and melodic skills. Furthermore, the study highlights the role of these innovative teaching methods in preserving cultural heritage and fostering a strong cultural identity in young children, thus contributing to the broader field of cultural education and early childhood development.