Date of Publication :8th October 2024

Abstract:This paper provides an overview of the influences that have shaped music education in Croatian primary schools, from the introduction of music as a compulsory subject in the mid-19th century to the present day. Music became a mandatory subject in primary schools based on the ideas of prominent educators from earlier periods (such as Pestalozzi and Rousseau) and the philanthropic pedagogy of the 18th century, with the foundation in singing (primarily folk songs). Music literacy was incorporated into the curriculum in the 1930s which was significantly later than in more developed European countries. After World War II, additional activiti es such as instrumental performance, listening, musical creativity, and musicological content in general were included in music education. By the end of the 20th century, the curriculum had become overcrowded with a variety of activities, and the limited class hours and excessive teacher workload have made it rather unrealistic and unfeasible. The 21st century saw changes marked by the adoption of European standards. In 2006, a curriculum was introduced based on an open model in which listening to music was established as the core activity of music education. The most recent curriculum, introduced in 2019, represents another step towards the modernization of music education, focusing on student competencies and achievements rather than content, as was previously the case. Emphasis is thus placed on individual student development and a creativity-oriented approaches.

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