SMOK Västerås 29/ 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. 2

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 objectives lead to participation in varied educational and cultural activities. 3

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

Music schools - number NumberPercent Music schools6877,3% Music and Art schools22,3% School bands78,0% Music school for students with special needs 11,1% Singing schools44,5% Suzuki-schools22,3% Music schools that empasis on popular music 33,4% School for church music11,1% Total88100% 5

Music schools - size Number of full-time positions in a school Number of students in a school Maximum35743 Minimum0,713 Average9186 6

Teachers/leaders full-time positions NumberTeaching Managemen t Othe r Teachers/leaders89284%16% Full-time positions (teaching/manageme nt) 76083%12%5% Full-time positions per 1000 inhabitants 2,3 7

Age distribution and gender division of teachers/leaders in music schools 8 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. 9

Availability of music teachers and professional development 10

Relevance of teachers education 11

What education and skills of teachers is essential? 12

Teaching methods 13

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 schools26% Population4,7% Total students in primary schools in the capital area20% Total students in primary schools out side the capital area34% 14 Students15.055

Numbers of students by age 15

Students distribution by age and gender 16 ≤ 7≤ ≥ 21Total Boys50%47%46%43%46% Girls50%53%54%57%54%

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

Students distribution into key educational level by age 18

Students distribution on selected instruments by age 19 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 20

Students distribution on instruments by gender 21

“Boys” and “Girls” instruments Boys %Girls % Composition100%Harp100% Electronic guitar94%Ukulele100% Percussion92%Langspil100% Electronic bass87%Flute94% Double bass86%Bassoon86% Bass horn85%Violin83% Guitar84%Singing78% Computer music74%Viola75% Euphonium71%Clarinet72% Organ71%Piano68% Althorn68%Cello67% Saxophone67%Flamenco guitar67% Trombone67% Harpsichord67% 22

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. 23

Operational indicators AverageMaximumMinimum *Cost index0,972,300,21 *Service index1,936,320,38 Activity index1,887,680,93 24 *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 27

Specialised Music School in mainly popular music 28

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 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? 33

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) 34

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

The Husavik model Essen september 2010Arts for education36 Music school culture and education Upper secondary school Upper secondary school Museum Homes for people with special needs Homes for people with special needs Community centre Church Kindergarten Primary school Amateur musicians and amateur music life

Some facts Establish : - moved in to the same building as the public school 340 students in the music school 320 students in the primary school inhabitants in the town Essen september 2010Arts for education37

Music/Primery school partnership New 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 september 2010Arts for education38

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 september 2010Arts for education39

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 september 2010Arts for education40

Free services by the music school for all children Age group Kinder Garden 4-5 years Primary school 1 class (6) Primary school 2 class (7) Primary school 3 class (8) Primary School 4 class (9) Primary school 5 class (10) SubjectSinging and music activities Recorder and basic music reading Instrume nt by own choice African music/ dancing Minutes per week 1 x 402 x 30 2 x 60 Number of students per group Essen september 2010Arts for education41

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 september 2010Arts for education42

Activities Essen september 2010Arts for education43

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 september 2010Arts for education44

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 september 2010Arts for education45

Music makes a difference! Essen september 2010Arts for education46 Different children Different schools Different society The music and arts are stimulating the transformation process of the small society.