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The Music School system in Iceland

The Music School system in Iceland. SMOK Västerås 29/11 2010 Mapping project by Sigrún Grendal and Árni Sigurbjarnarson. “Law on financial support to music schools”. The law are about establishment and operation of music schools.

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The Music School system in Iceland

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  1. The Music School system in Iceland SMOK Västerås 29/11 2010 Mapping project by Sigrún Grendal and Árni Sigurbjarnarson

  2. “Law on financial support to music schools” • The law are about establishment and operation of music schools. • Municipalities pay the salaries of the teachers and principals in music schools. • Student fees are meant to cover other cost. • Among preconditions for financial support is that schools operate according to the national curriculum published by the ministry of education. 2

  3. Main objectives of music schools • Developmental and nurturing foster emotional maturity, artistic development, positive attitudes, co-operation, and discipline. • Skills and comprehension aim for increased musical skills and formal knowledge. • Social objectives lead to participation in varied educational and cultural activities. 3

  4. Arrangement of study program in music schools /examination system • Elementary level (corresponds roughly to lower and middle grades of the compulsory school). • Intermediate level (corresponds roughly to upper grades in compulsory school). • Advanced level (corresponds roughly to upper secondary school). • Each of the 3 levels is finished with a test, in instrumental playing and in music theory. The tests are meant to ensure certain minimum requirements. • To finish the last level “advanced level” the student has to have an independent concert. • A nationally standardized examination system based on the curriculum has been in operation since 2004. 4

  5. Music schools - number 5

  6. Music schools - size 6

  7. Teachers/leaders full-time positions 7

  8. Age distribution and gender division of teachers/leaders in music schools Average age of teachers/leaders in music schools is 45,1 year. Principals divided by gender: Men 65%, women 35%. 8

  9. Education and working environment • 80% of music schools teachers have finished the first cycle of higher education (Bachelor´s degree) at minimum. • In this 80% group the average number of study years at higher educational level is 2,5 year. • 17% of teachers/leaders are of a non-Icelandic origin. • Average position of teachers/leaders, in one and the same music school, is 57% job. • Average number of jobs/workplaces by teachers/leaders is 1,27. • Only 30% have 100% occupation, or more, in one and the same school. • Average number of teaching subjects by teachers/leaders is 2,6. 9

  10. Availability of music teachers and professional development 10

  11. Relevance of teachers education 11

  12. What education and skills of teachers is essential? 12

  13. Teaching methods 13

  14. Students in music schools 14

  15. Numbers of students by age 15

  16. Students distribution by age and gender 16

  17. Students distribution into key educational levels * Preparatory stage is a part of elementary level 17

  18. Students distribution into key educational level by age 18

  19. Students distribution on selected instruments by age Classical instruments: Bowed strings, keyboard instruments (piano, organ, harpsichord, accordion), brass and woodwind instruments. Popular music instruments: Percussion, keyboard, guitar, electronic guitar and bass . 19

  20. Students division on instruments by gender 20

  21. Students distribution on instruments by gender 21

  22. “Boys” and “Girls” instruments 22

  23. Operational indicators • Cost index: Total hours taught per week inthe school divided by the number of students. • Service index:Average amount of instruction time that students receive. • Activity index:Average number of subjects/activities the student participates in. • Cost to service ratio: The cost index is divided into the service index. 23

  24. Operational indicators *Withoutpreparatorystage. 24

  25. Example of to music schools with cost index lower than averages (0,97)

  26. Example of to music schools with cost index higher than averages (0,97)

  27. Tradisional music school in following the national curriculum 27

  28. Specialised Music School in mainly popular music 28

  29. Service centre in music for pupils in kindergarten and primery school

  30. School band

  31. Specialised Music School

  32. Cooperation between music schools and the public school system Of 74 schools who answered the question about whether students may leave regular academic lessons to attend their music lessons, 82% said yes, 18% no Nationally, 3444 students were able to leave academic lessons to attend music lessons. 1143 students in the capital region and 2301 elsewhere. The decision on whether students can leave academic lessons to attend music lessons is taken by representatives of the public school system and the music school as well as the parents. The percentage of public school students who are also music school students is 18,5% in the capital region and 32% elsewhere

  33. Goals for arts education? 33

  34. Is music for all, or just for few? The Icelandic National Curriculum Guide for Music Schools (2000) “The educational and cultural role of music schools is to give allinterestedpersons a chance to test their abilities at musical studies.“ (page 12) UNSCO Road Map for Arts Education (2006) “Arts Education is a universal human right, for all learners…“ (page 3) The Wow Factor, Anne Bamford (2006) Education for interested or talented pupils only cannot be considered comprehensive education for all (page 91) 34

  35. A true choise for the child is our responsability If children are to choose, when can they make a meaningful choice? Is it before or after basic skills are mastered? For children to have a reel choice, we sometimes have to make choices for them. For example Do children select books to read before they have learned to read? 35

  36. The Husavik model Primary school Kindergarten Upper secondary school Music school culture and education Homes for people with special needs Community centre Church Museum Amateur musicians and amateur music life Essen 13-15 september 2010 Arts for education 36

  37. Some facts Establish 1961 • 1972 : - moved in to the same building as the public school • 340 students in the music school • 320 students in the primary school • 2.400 inhabitants in the town Essen 13-15 september 2010 Arts for education 37

  38. Music/Primery school partnershipNew ways of worging together The school day was organised from the viewpoint of the student From 1972, Instrumental teaching during school time Normal working day for students and teachers The music more visible during the school day More and more students wanted to learn music and we had long waiting lists. Essen 13-15 september 2010 Arts for education 38

  39. Basic music education for all children Program started 1992 Initiative to meet increased demand for music education Primary goals: • To provide music education for all children age 3-9 • music school kindergarten partnership • music school grade primary school partnership • To develop necessary teaching methods • To develop curriculum for the project These goals have been realized! Essen 13-15 september 2010 Arts for education 39

  40. Preconditions for organizing music education for ALL Flexible structure and use of resources • Group teaching is essential • Group teaching as a method combined with individual tuition • Music as a subject in the daily schedule • Whole classes having music lesson at the same time • The service has to bee free of charges Essen 13-15 september 2010 Arts for education 40

  41. Free services by the music school for all children Essen 13-15 september 2010 Arts for education 41

  42. Music as an elective for teenagers in compulsory school (grade 8-10) More than 2/3 of the students choose music: • African music • Band playing • Keyboard • Studio work, composing • Guitar group • Singing classes, classical or popular music • Choir Everyone can get their main instrument accepted as elective Essen 13-15 september 2010 Arts for education 42

  43. Activities Essen 13-15 september 2010 Arts for education 43

  44. New offerings / demands • wider ranges of offerings • different styles of music • shorter courses • children and youngsters wants to experience many things • education aiming for performance • emphasizing social factors • different teaching methods • more than master-pupil-relation • less theory, more experience • everyone has to master the musical alphabet Essen 13-15 september 2010 Arts for education 44

  45. Does this matters? • All children are performers • All children are listeners • All children have got the tools too use music in their own way After running this program for 20 years, the circle is almost closed. Children in our program have now parents that have learned music, soon they will have grandparents that have too. Then, the circle is closed ! ! Essen 13-15 september 2010 Arts for education 45

  46. Music makes a difference! • Different children • Different schools • Different society • The music and arts are stimulating the transformation process of the small society. Essen 13-15 september 2010 Arts for education 46

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