’polifonia’ erasmus network for music martin prchal (aec) music education in middle european...
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’’Polifonia’ Polifonia’ ERASMUS Network for MusicERASMUS Network for Music
Martin Prchal (AEC)Martin Prchal (AEC)
Music Education in Middle European Countries, Brussels 25 April 2008
Music Education in Middle European Countries, Brussels 25 April 2008
The AECThe AEC
More than 250 member institutions worldwide
Promotes European cooperation in higher music education
Represents the interests of the sector
Organises conferences, meetings, seminars, etc
Implements projects funded by the EU
Main office in Utrecht (NL)
Music Education in Middle European Countries, Brussels 25 April 2008
‘‘Polifonia’ I (2004 – 2007)Polifonia’ I (2004 – 2007)
‘Polifonia’ first ERASMUS Network for Music
Project aims: Further study of issues connected to the Bologna Declaration
Process Collect information on levels in music education before and after
the 1st (Bachelor) and 2nd (Master) study cycles Explore European trends and changes in the music profession
5 Working Groups (Tuning, Pre-college, 3rd cycle, Profession, International relations coordinators)
‘ERASMUS Success Story’
Music Education in Middle European Countries, Brussels 25 April 2008
To collect information about:
- levels of music education before the higher education level
- the preparation and admission of music students to higher education
Information was collected to assist institutions in their debates with policy makers in (higher) education and in local, regional and national governments on the necessity of a well organised pre-college system in music.
‘‘Pre-college’ Working Group: AimsPre-college’ Working Group: Aims
Music Education in Middle European Countries, Brussels 25 April 2008
Research questionsResearch questions
“Does research exist on how young musicians learn that proves that it is really necessary to start early in music and why? Do differences in subjects/instruments exist?”
“Where and how have students in higher music education been prepared for admission?”
“What kind of admission procedures and standards exist and are these connected to or relevant / compatible with the use of learning outcomes in the 1st and 2nd cycle?”
Music Education in Middle European Countries, Brussels 25 April 2008
Final Report
Literature study ‘Preparing young musicians for professional training’
Examples of best practices of successful pre-college music education systems
Descriptions of national pre-college music education systems
Study ‘Music Schools in Europe’
‘‘Pre-college’ Working Group: OutcomesPre-college’ Working Group: Outcomes
Music Education in Middle European Countries, Brussels 25 April 2008
A pre-college definition
A European survey on admission procedures
Information on national pre-college music education systems
A set of end competences for pre-college music education
A position statement about the importance of pre-college music education
Final ReportFinal Report
Music Education in Middle European Countries, Brussels 25 April 2008
Final report - definitionsFinal report - definitions
Pre-college Music Education is a term used to describe the specific phase within music education
focused on the preparation of students for the entrance examination of higher music education
institutions in order to become a professional musician.
Music Education in Middle European Countries, Brussels 25 April 2008
Final report - definitionsFinal report - definitionsPre-college Music Education: is in content the professional base on which students
further develop their musical and instrumental skills; takes place either in music schools and schools on
primary and secondary level, or other training institutions within an organized and structured (curricula-oriented) context;
or in “non-formal” or “informal” settings; is funded in various ways, but most commonly supported
by public money in Europe; is additionally of great value to young people without the
ambition to become professional musicians (EU Key Competences for Lifelong Learning!).
Music Education in Middle European Countries, Brussels 25 April 2008
Final report – admissionFinal report – admission Where are your students coming from?
What do you ask at admission?
Conclusions: Some kind of (formal) pre-college education used
However, there seem to be many routings
Great variety (and commonalities!) in admission procedures
No relation between admission procedure and competence-based approach in 1st cycle
Music Education in Middle European Countries, Brussels 25 April 2008
Final report – mapping exerciseFinal report – mapping exercise Descriptions of national pre-college music
education systems in 26 European countries (www.bologna-and-music.org/countryoverviews)
Variety of pre-college music education systems:• General music schools• Specialised music schools and schemes• Specialised secondary education institutions:
- Primarily general education + music- Primarily music + general education
• Junior Departments/Foundations years• “Non-formal” (e.g. private tuition)/”Informal” (e.g.
bands/self study) education
Music Education in Middle European Countries, Brussels 25 April 2008
Final report – competencesFinal report – competences Bologna Declaration process: implementation
Bachelor/Master/Doctorate structure in higher education in all European countries
Levels, programmes and courses described through learning outcomes and competences
Pre-college music education competences – what is the student expected to know in terms of knowledge and skills when entering HME:• Practical (skill-based) outcomes• Theoretical (knowledge-based) outcomes• Generic outcomes
Music Education in Middle European Countries, Brussels 25 April 2008
There is scientific evidence that musical training should be started at an early age, especially for those wanting to become professional musicians
Many important variables (talent, motivation, parents, teachers, amount of practice) play a role
Differences between classical and popular music
Relation between music making and intelligence and/or other general developmental skills?
Literature StudyLiterature Study
Music Education in Middle European Countries, Brussels 25 April 2008
Survey on the current situation of music schools in Europe in partnership with EMU to collect information about levels of music education before higher education.
Questionnaire sent to all EMU members
Objectives: Capture the basic structure of music school education in all
investigated countries Investigate if, and if so, how music schools prepare for higher
music education
Topics: Legislation, structure, quality control, finances, curriculum,
lesson time, aim of education, links to professional music training, student progress, starting age, entrance examinations, teachers
Study ‘Music Schools in Europe’Study ‘Music Schools in Europe’
Music Education in Middle European Countries, Brussels 25 April 2008
General conclusions:
Vast range of different systems all over Europe
Challenging situation for music schools due to broad range of tasks and target groups
Role of music schools for preparing for HME differs in relation to country and musical genres
More exchange music schools <-> HME institutions needed: music schools as future employers
Necessity of an early start confirmed
Study ‘Music Schools in Europe’ Study ‘Music Schools in Europe’
Music Education in Middle European Countries, Brussels 25 April 2008
Recommendations for further research:
Comparison between specific contents of national curricula and entrance requirements of HME institutions
Investigation of continuing professional development opportunities for music school teachers and the involvement of HME institutions
Involvement of non EMU members to get complete overview of pre-college music education in Europe
Awareness of music schools for changes in HME and v.v. Do HME institutions stay in contact with music schools and if
yes, how?
Study ‘Music Schools in Europe’ Study ‘Music Schools in Europe’
Music Education in Middle European Countries, Brussels 25 April 2008
Recommendations for further research:
Is there much contact between different types of music schools?
How do music schools deal with the preparation of students for HME?
How do schools with entrance examinations and the possibility of dismissing students relate to the conflict with article 27 of the Universal declaration of Human rights stating free access in the cultural life for everyone?
The above mentioned issue shows great variety between countries. Why?
Study ‘Music Schools in Europe’ Study ‘Music Schools in Europe’
Music Education in Middle European Countries, Brussels 25 April 2008
Some overall conclusionsSome overall conclusions
Common experiences in music education and research indicate an early start is necessary
Music education to be perceived as a continuum Well-structured pre-college music education
leads to higher standards in HME and music profession
Interaction between various levels needed Pre-college music education also of benefit to
‘non-professionals’
Music Education in Middle European Countries, Brussels 25 April 2008
Position statementPosition statement
‘Investing in the Quality of Tomorrow’s Music in Europe’
Ask for more understanding, attention and support of local, regional and national education and culture policy makers for pre-college music education
Suggests support by EU to projects in this field connected to EU Year for Creativity & Innovation 2009
Music Education in Middle European Countries, Brussels 25 April 2008
What’s next?What’s next?1. ‘Polifonia’ II (2007-2010):
• ‘Bologna’ Strand: qualifications frameworks, quality assurance, accreditation, etc
• ‘Lisbon’ strand: Governance: CPD activities for directors Employability: panel from the profession Creativity: Instrumental/vocal music teaching Pre-college conference: Oslo 30-31 May 2008
• ‘Research’ strand: role of research in conservatoires and CPD seminars for conservatoire teachers
2. A new pre-college music education project?
www.polifonia-tn.orgwww.polifonia-tn.orgpolifonia@[email protected]
www.bologna-and-music.orgwww.bologna-and-music.org
www.aecinfo.orgwww.aecinfo.org