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EMU General Assembly and

Conference

“Music Education in Nordic Countries”14.11.2006

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MUSIC EDUCATION AND POLITICS

Values, contents and aims of music education are the result of political compromise. This is why the values and aims of education are not neutral, they are linked with political values and aims.

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Equality in music education

Equality in music education can comprise the following concepts all those willing should have the right and

possibility to participate in music education the right to get qualified instruction the right to get adapted (disabled students etc.)

instruction individual rights and duties in relation to the

expectations of the institute and society

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Basic right or elitism

the right to get music education has often been regarded as a basic human right

there has been discussion about whether music education provided outside school is a basic right to what extent the state should support music

education arranged outside school, and what is the individual’s responsibility for the costs caused by music as a hobby.

the question about whether music education given outside school belongs to the basic rights, is seen differently in various Nordic Countries due to economic and political traditions.

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VALUES OF MUSIC EDUCATION, CONTENTS AND AIMS OF INSTRUCTION

The activities of music schools are guided by: legislation (laws, statutes and recommendations) funding values of the society changes in society traditions of art education teacher training assessment (internal and external evaluation) parents and students

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Legislation Denmark

- Every municipality must have a music school- Guidelines concerning education- Teaching manual

Finland- Funding and permissions to arrange education via Ministry of education - National curriculum viaNational Board of Education - Examination and evaluation recommendations via Finnish Music School Association

Iceland- Legislation when establishing a school- A nationally standardized examination system.

Norway- Education act states that every municipal should have a music and art school- The council has published a programme plan describing the basic subjects in the schools of music and the arts.

Sweden- There is no legislation to establish schools of music and the arts in Sweden

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Funding

Denmark

- State covers up to 25% of salary costs

- Fees not more than 33%

- Municipality 42% Finland

- State covers over 50%

- Fees covers 17%

- Municipality covers 33%

- Average tuition fee 400 €

Iceland

- Municipal covers 80%

- Fees 20%

- Average tuition fee 450 € Norway

- Municipality

- Average tuition fee 300 € Sweden

- Municipality covers 82%

- Tuition fee 18%

- Average tuition fee 130 €

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Values of the society Denmark

- Local foundation of music schools- Open to society- Democratic boards- Profile of quality and co-operation

Finland- National cultural identity- Strong state funding for culture- Nordic welfare society ideology

Iceland- Strong position in society- 10% of the students are aged 21 years or older

- Students can have their lessons within the normal school day

Norway- Open to all - Low tuition fees- Special responsibility for talented pupils- Teachers qualified for combined positions

Sweden- A positive leisure time for young people- An important part of the local music life- School of music and the arts began in the 1980´s

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Changes in society Denmark

- Zapping culture- Fewer music schools- More culture schools- Bigger and talent focusing music schools

Finland- Economical development- Less taxes more costs- New technology- The multi cultural society

Iceland- More privately operated music schools- More foreign teachers to Iceland

Norway- New technology- The multi cultural society- Media and commercial culture- A decreasing number of boys as pupils

Sweden- Cooperation with the common schools - Cooperation with different art forms- Pupil’s influence- Disabled children- Bigger role of the government- New technology

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VALUES OF MUSIC EDUCATION

“ Music education boat is swaying upon the cross waves of many

expectations and wishes”.

There are differences in the Nordic Countries concerning

expectations and their effects upon the activities and

values of music institutes.

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External and internal guidance

If the music schools are free from the external guidance(National Curricula and Examination System), internalguidance (role of the teachers etc.) play bigger role.

Values and attitudes are in continuous process ofchange. If there are changes in the balance of theinternal and external guidance, new guidancemechanisms are produced.

The concept of freedom is always proportional!

 

 

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Positive and negative guidance of the State

Positive guidance the State creates conditions for music education citizens have an equal position to get music

education plenty of positive guidance in the Nordic Countries

Negative guidance the State controls the activities of the music

schools and their freedom to organize instruction wishes of the individual are not fulfilled

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THE STATE AND THE LOCAL LEVEL

Funding of the music schools is generally on a safer basis than in

the countries in which the main responsibility lies upon the State.

If there is not enough governmental funding, the role of local

discussion and politics in defining the contents and values of music

education grows.

The political question is, to what extent the values of music

education is guided by the music self value, and to what extent

they are guided by the social values and benefits.

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Music self values

Music self value:

- Artistic goals of music

education

- Promotion of the national

music life

- Continuity of the tradition

of western music

- Professionalism

Principles:- Acceptance throughexamination- Studies directed bycurricula or/andexamination systems- Extended length of theindividual lesson- Aim to high musicalstandard- Preparatory studies forprofessional education

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Social values

Social values:

- Social skills

- Growth to an active

member of society

- Prevention of social

exclusion

- Integration to society

- Preventive health-care

Principles: - Music education for all - student’s freedom - close to the musictuition in the generalschools - Teaching in groups- Individual lessons areshort

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Music self value and social valuesThe above mentioned categories are seldom or never realized intheir pure forms.

In all systems, there are also values in common, as promotionof talent, development of the child’s holistic personality andcreating good amateur musicians.

Queues to music schools and pressure to raise the student feesexist in all Nordic Countries.

 

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Challenges for Nordic Countries

Ideologies and financial realities music for all ideology and goal oriented music

education Music self value and social values Students’ rights and freedom Classical music and rhythm music Future of Symphony Orchestras Competition of students leisure time Music education in information and media society

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Finally

To be able to do international co-operation andlearn from each others, EMU needs toleranceand understanding about history and politics,funding systems, legislations and valuesof the societies in European countries.

To be continued in Budapest?