insightinfinnishschoolsystem(( afocusonsecondaryschool ... · musiceducationinschool 6 / • 43000...

Philosophical faculty School of Applied Educational Science and Teacher Education Kaarina Marjanen, Ph.D. [email protected]

Insight in Finnish school system -‐‑ a focus on secondary school and music education h7p://www.youtube.com/watch?v=bcC2l8zioIw h7p://www.youtube.com/watch?v=70AlyhEGWf4

hBp://prezi.com/nFf7a_e16ew/university-‐‑of-‐‑eastern-‐‑finland/

31.10.2013 Insight: Finnish School / Kaarina Marjanen 2

Education system in Finland h7p://www.minedu.fi/OPM/Koulutus/koulutusjaerjestelmae/?lang=en

The priorities in Finnish education

• hBp://www.oph.fi/english/education • Equal opportunities • Comprehensiveness of education • Competent teachers • Student counselling and special needs education • Encouraging assessment and evaluation • Significance of education in society • A flexible system based on empowerment • Co-‐‑operation • A student-‐‑oriented, active conception of learning • School meals in Finland h7p://www.oph.fi/download/47657_school_meals_in_finland.pdf


The Finnish National Board of Education: The Youth guarantee (60 million €/year) & The young adults’ skills programme (52 million €/year, 2014-‐‑2016) • Social guarantee for young people from 2013 • ensuring that all young adults find their way into education, working life and society. –  everyone under the age of 25, as well as –  recent graduates under 30,

• Although young people in Finland are well educated in the main, some 110 000 rely on what is merely a basic level of education.

• youth unemployment is on the increase • more funding available for youth workshop activities and outreach youth work: the appropriation for years 2013-‐‑2015 will increase to 19.5 million euros, and to 11.5 million euros in 2016.


Basic education: 6/7-‐‑16 years -‐‑ (Pre-‐‑primary school, 6 years) -‐‑ Primary school 7-‐‑12 years -‐‑ Secondary school 13-‐‑16 year

h"p://www.oph.fi/english/sources_of_information/core_curricula_and_qualification_requirements/basic_education

Secondary school

The Finnish National Board of Education (FNBE)

• The Finnish National Board of Education (FNBE) is the national agency subordinate to the Ministry of Education and Culture. –  a wide range of tasks related to the development of education all through pre-‐‑primary and basic education

–  general and vocational upper secondary education and training –  adult education and basic education in the arts.

• FNBE is responsible for drawing up –  the national core curricula for pre-‐‑primary and basic education and general upper secondary education and

–  the national qualification requirements for vocational education and training and competence-‐‑based qualifications.


Curricula 2016 – Renewal for pre-‐‑primary and basic education • The renewed core curriculum will be completed by the end of 2014.

•  local curricula that are based on this core curriculum should be prepared by the beginning of school year 2016–2017.

• The interactive preparation is carried out in working groups (educational officials, researchers and teachers) that focus on –  structure and objectives –  conceptions of learning –  support for learning, and –  the different subjects taught in basic education.

• All education providers can follow the preparation and give feedback at the different phases. –  Also pupils and their parents are welcome in the process.

• hBp://www.oph.fi/english/102/0/ops2016_renewal_of_the_core_curriculum_for_pre-‐‑primary_and_basic_education


The objectives of the renewal

Include building o the

current strengths of basic

education and pre-‐‑primary education

in relation to changing needs

defining educational values and principles

future needs &

cooperation between subjects

Preconditions for learning supporting

local pedagogic development

combining curricular work with strategic

development

creating a flexible web-‐‑

based curriculum

tool


The New Curricula

Finnish music education

Finnish music education

• Starts during the early childhood –  At nursery schools –  In kindergartens and pre-‐‑primary schools –  In music playschool (0-‐‑8 years)

• Continues in the primary school • From secondary school on as a non compulsory subject


MUSICAL ACTIVITIES

• Singing and using the voice • Playing: body instruments, rhythm instruments, Orff/school instruments, folk instruments, band instruments

• Moving to music and dancing • Listening to music

–  Active listening –  Creative listening

• Musical integration


MUSICAL ELEMENTS AS A BASIS AND A GUIDELINE


MUSICAL ELEMENTS VS. GOALS


Music Education in School • 43 000 children and adolescents are involved in basic arts education (the “general arts curriculum”) in the field of music, at schools.

• Contemporary school music can justly be described as multi-‐‑valued; learners are introduced to as wide a variety as possible.

• The aims defined for the comprehensive school emphasise fostering positive aBitudes, raising an interest, learning to listen, training of skills, and interacting by means of music.

• One of the central cross-‐‑curricular subjects, both in the comprehensive and upper secondary school, is education for international understanding.


Music Education in School

• Finland’s national heritage is the thread running through the entire curriculum from the comprehensive to the upper secondary school.

•  Cultural identity as expressed through folk arts (dance, music, crafts) is an extremely important part of Finn’s lives and powers their drive to excellent music and arts education. Folk music enjoys wide popularity and continues to evolve with each generation.

• Funding for music education activities can be roughly divided between the government (44%), local authorities (40%) and private funding (16% in the form of student fees, etc.).


Curricula

• As regards the curriculum in music, the keyword now is variety. • Music classes used to be called “singing lessons”, •  alongside vocal music, increased importance is now placed on instrumental music, listening to musical performance, physical expression and various forms of creative work.

• The number of weekly hours depends on the school. –  The minimum in grades 1-‐‑6 is a total of 6 week-‐‑hours, i.e. 1 hour per

week per year. –  Schools are free to decide on the number of weekly hours in any

subject, within certain limits. –  Music classes, which start at grade 3, usually provide 4 hours per week

of music teaching.


Curricula

• Grades 7 to 9 usually only have 1 week-‐‑hour of compulsory music teaching, mostly given in the seventh grade, after which music becomes an elective subject.

• In the first four grades, development of the learner’s musical expression through playful and integrating activity is central. The instruction has to give the learners experiences with a variety of sound worlds and music, and encourage them to express themselves and give real form to their own ideas.

• In music instruction in the fifth through ninth grades, the musical world and musical experiences are analysed and the learners learn to use musical concepts and notation in conjunction with listening and playing music.


THE COMPREHENSIVE SCHOOL: 7.15 Music

• hBp://www.oph.fi/english/education/basic_education • hBp://www.oph.fi/english/education/basic_education_in_the_arts • Grades 1-‐‑4 (p. 230)

–  Playful and integrative activity –  Experiences of a variety of sounds and music –  Courageness to express one self

• Grades 5-‐‑9 (p.231) –  Analysing the musical world and musical experiences –  Learning about musical concepts and notation in conjunction with

listening and playing


The final-‐‑assessment criteria for a grade of 8 are • participate in group singing and know how to sing, following a melody line and with the correct rhythm;

• master, as individuals, the basic technique of some rhythm, melody, or harmony instrument so as to be able to play in an ensemble;

• know how to listen to music and make observations about it, and present justified opinions about what they have heard;

• know how to listen to both their own music and music produced

by others, so as to be able to make music together with others;

• recognise, and know how to distinguish between, different genres of music and music of different eras and cultures;

• know the most important Finnish music and musical life;

• know how to use musical concepts in conjunction with making and listening to music;

• know how to use the elements of music as building materials in the development and realization of their musical ideas and thoughts.


GENERAL UPPER SECONDARY

• hBp://www.oph.fi/download/47678_core_curricula_upper_secondary_education.pdf

• 5.17 MUSIC (P. 199) –  compulsory:

• Music and me (MU1) • A polyphonic Finland (MU2)

–  SPECIALISATION COURSES • Open up to music (MU3) • Music’s message and influence (MU4) • Music project (MU5)


Teacher training

CLASSROOM TEACHER TRAINING YI&list=TLZGRcLvUGg1TVzWb50FO3Ma6X7xwUinKF

• Music is a part of the integrated arts package • Teacher training units are situated in the universities

–  13 Teacher Training schools all over the country. • Schools are administratively part of the faculties of education. • Schools enjoy total independence. • Their operations are governed and financed by the universities • The degree: Master of Educational sciences


MUSIC TEACHER TRAINING (5 years in the universities)

• Sibelius Academy (Master of Arts: music education) • University of Jyväskylä (Master of Arts: humanities) • University of Oulu (Master of Arts: educational faculty)

MUSIC PEDAGOGUES (4,5 years in the universities of applied sciences) • Early childhood music education • Singing and musical instrument teachers • Choir and orchestra conductors • General music pedagogues to work with adolescents, adults or eldery people etc.


MUSIC PEDAGOGUES SUPPORTING THE SCHOOL MUSIC EDUCATION

• Working in music schools and in community colleges etc. • Not in the compulsory comprehensive school • Teaching instrument playing, singing, etc.

• follow the currucula basis created by the Finnish National Board of Education, to create their own curriculahBp://www.oph.fi/english/education/basic_education_in_the_arts –  Wide curriculum –  Short curriculum


My own background & interests

hBps://wiivi.uef.fi/crisyp/disp/_/fi/cr_redir_all/fet/fet/sea?direction=3&id=16580813

PhD 2009: MUSIC AS A TOOL FOR INTERACTION

• hBps://jyx.jyu.fi/dspace/bitstream/handle/123456789/22602/9789513937690.pdf

The connections of music and languages in teaching and learning: The BodySound


LASTEN IKIHYVÄ – THE POSITIVE EQUILIBRIUM OF CHILDREN (2010-‐‑2012)

hBp://www.lastenikihyva.fi

COLLABORATION: EMP & CARNEVAL

• The European Music Portfolio www.emportfolio.eu

• Carneval of the Animals hBps://itunes.apple.com/us/app/the-‐‑carnival-‐‑of-‐‑the-‐‑animals/id466412101?mt=8

COLLABORATION: TEACHER TRAINING STUDY Effective Professional Development of In-‐‑service Teachers as Factors to Influence the Initial Teacher Education through Music, in Music and Language Didactics (Marjanen, K. & Cslovjecsek, M. 2013)

Implica(ons for policy/Prac(ce

Interna'onal Conference on Educa'on & Educa'onal Psychology ICEEPSY 2013

Fig. 4. Creating discussion between The Positive Equilibrium, PISA, and musical interaction and power

The development of school curricula

and methods

COLLABORATION: MMADD & MUSIC AND LIFE

SIG PRIME hBp://sigprime.net/content/about

SOME COLLABORATION: EGGS

• EGGS: Electronic Gestalts for Gesture Sonification (Italy) • Especially a tool developed for listening as a part of music education

• Cristina Fedrigo in Joensuu 6.-‐‑13.4.2014

Thank you! [email protected]

www.uef.fi

insightinfinnishschoolsystem(( afocusonsecondaryschool ... · musiceducationinschool 6 / • 43000...

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