SMOK Västerås 29/11 2010 Mapping project by Sigrún Grendal and Árni Sigurbjarnarson.

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.

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.

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Main objectives of music schools

1) Developmental and nurturing foster emotional maturity, artistic development, positive attitudes, co-operation, and discipline.

2) Skills and comprehension aim for increased musical skills and formal knowledge.

3) Social objectiveslead to participation in varied

educational and cultural activities.

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Arrangement of study program in music schools /examination system

1) Elementary level (corresponds roughly to lower and middle grades of the compulsory school).

2) Intermediate level (corresponds roughly to upper grades in compulsory school).

3) 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.

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Music schools - number

Number Percent

Music schools 68 77,3%

Music and Art schools 2 2,3%

School bands 7 8,0%Music school for students with special needs

1 1,1%

Singing schools 4 4,5%

Suzuki-schools 2 2,3%

Music schools that empasis on popular music

3 3,4%

School for church music 1 1,1%

Total 88 100%

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Music schools - size

Number of full-time positions in a school

Number of students in a school

Maximum 35 743

Minimum 0,7 13

Average 9 186

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Teachers/leaders full-time positions

Number TeachingManagemen

tOther

Teachers/leaders 892 84% 16%

Full-time positions (teaching/manageme

nt)760 83% 12% 5%

Full-time positions per 1000 inhabitants

2,3

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Age distribution and gender division of teachers/leaders in music schools

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

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.

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Availability of music teachers and professional development

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Relevance of teachers education

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What education and skills of teachers is essential?

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Teaching methods

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Students in music schools

Number of students in music schools at the age of 0-15 years as a proportion of :

Total students in primary schools 26%

Population 4,7%

Total students in primary schools in the capital area 20%

Total students in primary schools out side the capital area 34%

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Students 15.055

Numbers of students by age

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Students distribution by age and gender

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≤ 7 ≤ 15 16-20 ≥ 21 Total

Boys 50% 47% 46% 43% 46%

Girls 50% 53% 54% 57% 54%

Students distribution into key educational levels

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* Preparatory stage is a part of elementary level

Students distribution into key educational level by age

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Students distribution on selected instruments by age

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Classical instruments: Bowed strings, keyboard instruments (piano, organ, harpsichord, accordion), brass and woodwind instruments. Popular music instruments: Percussion, keyboard, guitar, electronic guitar and bass .

Students division on instruments by gender

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Students distribution on instruments by gender

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“Boys” and “Girls” instrumentsBoys 67-100% Girls 67-100%

Composition 100% Harp 100%

Electronic guitar 94% Ukulele 100%

Percussion 92% Langspil 100%

Electronic bass 87% Flute 94%

Double bass 86% Bassoon 86%

Bass horn 85% Violin 83%

Guitar 84% Singing 78%

Computer music 74% Viola 75%

Euphonium 71% Clarinet 72%

Organ 71% Piano 68%

Althorn 68% Cello 67%

Saxophone 67% Flamenco guitar 67%

Trombone 67%

Harpsichord 67%

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Operational indicators

Cost index: Total hours taught per week in the 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.

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Operational indicators

Average Maximum Minimum

*Cost index 0,97 2,30 0,21

*Service index 1,93 6,32 0,38

Activity index 1,88 7,68 0,93

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*Without preparatory stage.

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

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

Tradisional music school in following the national curriculum

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Specialised Music School in mainly popular music

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Service centre in music for pupils in kindergarten and primery school

School band

Specialised Music School

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

Goals for arts education?

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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 all interested persons 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)

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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?

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The Husavik model

Essen 13-15 september 2010 Arts for education 36

Music school culture and education

Upper secondary school

Upper secondary school

MuseumMuseum

Homes for people with special needs Homes for people with special needs

Community centre

ChurchChurch

KindergartenKindergarten Primary school

Amateur musicians and amateur music

life

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

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

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

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

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Free services by the music school for all children

Age group

KinderGarden4-5 years

Primary school1 class (6)

Primary school2 class (7)

Primary school3 class (8)

Primary School4 class (9)

Primary school5 class (10)

Subject Singing and music activities

Singing and music activities

Recorder and basic music reading

Instrument by own choice

African music/ dancing

African music/ dancing

Minutes per week

1 x 40 2 x 30 2 x 30 2 x 30 2 x 60 2 x 60

Number of students per group

8 9 5 2-4 10 10

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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• ChoirEveryone can get their main instrument accepted as elective

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Activities

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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

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

Music makes a difference!

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Different childrenDifferent schoolsDifferent society

The music and arts are stimulating the transformation process of the small society.