Izvleček
Glasbeno samopodobo s psihološkega vidika obravnavamo kot del splošne samopodobe. Posameznik v njej združuje mišljenje in čutenje o samem sebi v odnosu do glasbe. Glasbeni psihologi od konca prejšnjega tisočletja koncepte sebstva – glasbeno samopodobo in v nadaljevanju glasbeno identiteto – obravnavajo kot ključen dejavnik glasbenega izobraževanja in glasbenega sporazumevanja z okoljem. Mnogi avtorji so prepričani, da k skladno in stabilno strukturirani glasbeni identiteti pomembno prispeva oblikovanje glasbene samopodobe v otroštvu. Sistem glasbenega šolanja v Sloveniji ponuja izjemen model za preučevanje oblikovanja glasbene samopodobe – ponuja namreč intenzivno medosebno dinamiko med učiteljem in učencem inštrumenta/petja pri individualnem pouku, vpetem v interakcijo socialnega okolja v glasbenih šolah.
Abstract
Self-Esteem Facilitates Musical Development
Musical self-image is regarded as a subset of general self-image in psychology since it includes an individual‘s ideas and feelings about themselves in relation to music. Music psychologists have recognised the ideas of the self (i.e., musical self-image and, later, musical identity) as a fundamental aspect in music education and musical communication with the environment since the end of the past millennium. Several authors firmly believe that forming a musical self-image in childhood contributes significantly to a coherent and stably structured musical identity. Owing to the intense interpersonal dynamic between music teachers and their students in individual lessons embedded in the interaction of the social environment in music schools, the Slovenian music education system provides an exceptional model for studying the formation of musical self-image.