WHAT KIND OF MUSIC TEACHERS ARE NEEDED TODAY AND IN FUTURE? Focusing the entrance examination of music education in Finland.

Slides:



Advertisements
Similar presentations
Writing an NCATE/IRA Program Report
Advertisements

Models of Inservice Training Claire Bradin Siskin University of Pittsburgh.
Identifying Written and Oral Communication Skills
Deconstructing Standard 2c Angie Gant, Ed.D. Truett-McConnell College 1.
Applying to Graduate School Presented by Clark University Career Services.
Introduction Differentiation in the classroom can be used to involve all types of students. Including kids with learning disabilities, children of a minority,
(IN)FORMATIVE ASSESSMENT August Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively.
THE CRITICAL THINKING LEVELS TENDENCY OF TEACHER CANDIDATES IN RELIGION EDUCATION Dr. Hacer Âşık Ev Celal Bayar University Faculty of Theology Department.
School of Business University of Bridgeport Admissions Presentation Robert Gilmore, Ph.D. Associate Dean School of Business.
Pekka Saarnio and Mikko Mäntysaari Rating Therapists Who Treat Substance Abusers. -- Paper presented in International Inter-Centre Network for Evaluation.
Music teacher training in Denmark Sven-Erik Holgersen Danish School of Education University of Aarhus Denmark.
The Program Review Process: NCATE and the State of Indiana Richard Frisbie and T. J. Oakes March 8, 2007 (source:NCATE, February 2007)
Epistemic agency and patterns of collaboration in computer-supported inquiry Kai Hakkarainen & Tuire Palonen Presenter: Sami Paavola Department of Psychology.
Choosing Oxford. 2 Who am I? Dr Stephen Drape Access and Schools Liaison Officer for Computer Science (Also a Departmental Lecturer) 8 years at Oxford.
Learning to be a teacher in the distance learning program at the Iceland University of Education; The individual, the school and the community Þuríður.
University of Missouri-Columbia Middle Level Leadership Center Mary E. Douglass Doctoral Student Educational Leadership & Policy Analysis University of.
Voices of Researchers, Educational Developers and Students in Supporting Study Paths in Finnish Higher Education Päivikki Jääskelä and Pia Nissilä University.
Preparing for the Verbal Reasoning Measure. Overview Introduction to the Verbal Reasoning Measure Question Types and Strategies for Answering General.
Survival of the GISSEST – Teachers’ opinions on the incorporation of GI-based learning in upper secondary schools in Finland AGIT2008 – Learning with Geoinformation,
1 Master Education of Vocational Instructors Jian-Rong ZHANG Institute of Vocational Instructors, Tongji University Shanghai, , China Tel :
ICT TEACHERS` COMPETENCIES FOR THE KNOWLEDGE SOCIETY
Reflective practice Session 4 – Working together.
Factors affecting contractors’ risk attitudes in construction projects: Case study from China 박병권.
How the Social Studies Interns are Viewed by their Mentors Going Public Presentation Mike Broda, Mark Helmsing, Chris Kaiser, and Claire Yates.
Writing the Statement of Purpose for Graduate School Michael J. Spivey Cognitive Science University of California, Merced Contributing authors: Evan Heit,
© Curriculum Foundation1 Section 2 The nature of the assessment task Section 2 The nature of the assessment task There are three key questions: What are.
Description: This is a special ERASMUS full musical study program in Kecskem é t College Teacher Training Faculty, based on the Kod á ly method and contemporary.
Kindergarten Teacher Students as Art Educators. Model of work contentment of kindergarten teachers Intensive and functional (operational) connection to.
Writing FRQ’s for the APHG Exam Robert Cox Pearland High School.
Religious Education Teacher Education in Finland Arto Kallioniemi Department of Teacher Education.
UNIVERSITY OF JYVÄSKYLÄ OPEN UNIVERSITY University of Excellence in Adult Education Satu Helin 2006 Guidance services at the Open University University.
TEMPLATE DESIGN © The Homework Effect: Does Homework Help or Harm Students? Katherine Field EdD Candidate, Department.
The leaders personal characteristics Leadership style Situational influence Social interaction – the importance of delegation and communication.
Deconstructing Standard 2c Dr. Mike Mahan Gordon College 1.
February 10, 2012 Session 3: Effective Leadership in the Common Core February 10, 2012 Session 3: Effective Leadership for the Common Core NYSED Principal.
Expansive learning actions and expressions of transformative agency - A Change Laboratory intervention in a academic Library.
Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.
Evelyn Wassel, Ed.D. Summer  Skilled in gathering accurate information about students learning?  Using it effectively to promote further learning?
Resumes: Basic Content Introduction. What is a Resume? What is the purpose of a Resume? What information is included in a Resume?
1 Learning Objectives: 1.Understand data collection principles and practices. 2.Describe the differences between collecting qualitative and quantitative.
EVOLVING INNOVATION PERSPECTIVES ON HIGHER EDUCATION AND ITS ROLE TO COMPETITIVENESS Eva Jelínková, Michaela Krechovská, Petra Taušl Procházková Liberec.
August 19, The current situation Fall 2008 – incoming college students needing writing remediation: 36.7% of incoming students in 2 year institutions.
LEADING INSTRUCTIONAL IMPROVEMENT
Gases Kelly Hwang. Unit Plan Summary Using project-based learning method, students will understand different variables that affect the properties and.
Supervising Workplacement Learning at Work. Goals How learning has changed in the last few years. Learning at work through a three way partnership. Collecting.
GCSE Music Cove School Music Department. Why GCSE Music? Do you perform better with course work than examinations? Are you creative? Do you enjoy practical.
The Relationship between Elementary Teachers’ Beliefs and Teaching Mathematics through Problem Solving Misfer AlSalouli May 31, 2005.
Illinois State University Future Teachers’ Early Clinical Experience Project Colleen D. Herald Illinois State University Office of Clinical Experiences.
Conceptual Framework Presentation, 2006, Slide 1 The Conceptual Framework for Programs that Prepare Professionals Who Work in Schools What - Why - and.
Introduction to the ERWC (Expository Reading and Writing Course)
Writing. Academic Writing Allow about 20 minutes In TASK 1 candidates are presented with a graph, table,chart or diagram and are asked to describe, summarise.
THE PERCEPTIONS OF ENGLISH LANGUAGE TEACHING STUDENTS ON ELT WEBSITES Assist. Prof. Dr. Hasan Bedir/ Cukurova University Inst Emsal Ates Ozdemir/Mersin.
Communication Arts Research CA3011 A. Parichart W. & A. Chulamani C. This course material is for non-commercial use only. Any public display, distribution.
Classroom Assessment A Practical Guide for Educators by Craig A. Mertler Chapter 12 Assessing Group Work.
In-Service Teacher Training Assessment in IGCSE Biology 0610 Session 2: Question papers and mark schemes.
Excellence Unmatched Statesman Academy is the best NDA Coaching Institute in Chandigarh. SCO-54-55, 2 nd Floor, Sector-34A, Chandigarh.
HOW TO INTERVIEW - SUPPLEMENT Read me first! This is a copy of a session from Toomas that was created by an HR consultancy (CVO) for an AIESEC conference;
Deconstructing Standard 2c Laura Frizzell Coastal Plains RESA 1.
By: James Epperson CAREER POSSIBILITIES.  Session musicians are musicians who play back up instruments for professional artists  Not a lot of creative.
The Results of Using Educational Games on Math Score for Preschool Children Pavinee Komanasin.
“ Development and learning standards in early childhood in Preschool education in Albania, challenges and expectations ” ANJEZA VILA UNIVERSITY OF KORCA.
Midterm Report Presenter: Eunice Lai Instructor: Patricia Su Date: 19 th April, 2012.
English for Specific Purposes (ESP)
Mirrinda Huddlestun EDU 650: Teaching, Learning &Leading in the 21 st Century Professor Wendell LaTouche December 05, 2015 The Big Interview.
UEF // University of Eastern Finland How to publish scientific journal articles? 10 STEPS TO SUCCESS lllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllll.
First year HE students´ social media skills Sakari Saukkonen and Jaana Kettunen Institute for Educational Research University of Jyväskylä, Finland.
Establishing a mentoring system in Serbia. How can we start working on establishing a mentoring system ? WE STARTED BY LOOKING AT: What we already have.
WHY SHOULD IT BE EXACTLY ME?
Paul Kawachi e-Learning http : / / www . open - ed . net Home
CASE STUDY.
Presentation transcript:

WHAT KIND OF MUSIC TEACHERS ARE NEEDED TODAY AND IN FUTURE? Focusing the entrance examination of music education in Finland

Introduction In this article we contemplate music teacher education entrance examinations in three music teacher education giving universities in Finland: Sibelius Academy in Helsinki Department of Music in University of Jyväskylä Faculty of education in University of Oulu In the entrance examinations we concentrate in the contents, focus areas, and the background philosophy. The amount of students starting their studies in 2005 in each institute are: Sibelius Academy 27 (25 Finnish speaking and 2 Swedish speaking), 18 female and 9 male students Jyväskylä University 25, 21 female and 4 male students Oulu University 18, 12 female and 6 male students.

Method and collecting of data Our main focus in this article is to describe the entrance examinations in all three Finnish universities educating music teachers. We have also collected data from professors and other staff in each university with an inquiry via . In the inquiry we asked the following questions: How have the entrance examinations changed in last two decades? Why have they changed (if they have) ? How have the musical abilities and skills, pedagogic abilities or distribution between gender of the candidates changed during that period of time? Is there a connection between the possible changes in entrance examinations and the success of your students in their studies? Describe the ideal student for Your education programme

Method and collecting of data Can you describe what kind of qualities needed in the work are difficult to measure in entrance examinations? Why is that? How do the graduates of Your education programme place themselves in the working career? Where do they mainly work? Is Your music teacher education programme somehow focused in some area? How does it show in the entrance examination in year 2005? What kind of pressure have you noticed concentrating the entrance examinations in last few years? What kind of research has been going on about the entrance examinations in last few years in your university? We got answers from all three universities and used this data as a basis for qualitative description. After describing and analyzing the substance of the entrance examinations and e- mail inquiries we report the conclutions.

The entrance examinations The entrance examinations in all three universities are based on the Finnish university laws and statutes together with the regulations of each university. The basics of the entrance examinations are confirmed by the university principals. In all universities the entrance examinations are usually estimated by entrance jurys which concentrate in estimating different areas of musical skills and abilities of the candidates. University entrance examinations have been researched quite a lot and the main results show that up to 25 % of individual’s future educational success can be explained with factors that are observable in time of admission.

Sibelius Academy entrance examinations Section 1. max 25 % general musical abilities and skills Section 2. max 75 % as follows: main instrument playing 7,5 % (must get 11 points in scale 0-25) second instrument playing 7,5 % teaching session 30 % (must get 11 points in scale 0-25) personal interview 20 % (must get 11 points in scale 0-25) theory, solfége and listening 10 % (

Jyväskylä University music teacher program entrance examinations Background points (papers earlier examinations etc.) max 20 % Section 1. max 48 % Part A: - Piano playing, singing, second instrument 24 % Part B: - Guitar 8 % - Free accompaniment, improvizing 8 % Part C: - Solfége 8 % Section 2. max 32 % 1. Music history and knowledge of the styles 10 % 2. Cooperation abilities (Group test) 10 % 3. Personal interview and psychologic test 12 % (Kautto 2005)

Oulu University music teacher programme entrance examinations Section 1. max 30 % Free accompaniment 20 % Solfége 10 % Section 2. max 70 % Teaching session and personal interview 25 % Musicianship abilities 15 % Material test (given material) 9 % Music theory 6 % Main and second instrument playing abilities 15 % Voice instruction when needed

Discussion (näistä pitäisi valita) Entrance examinations of the three universities educating music teachers in Finland are quite much alike each other. All three universities use typically two part examinations in which the candidates are rated after the first part and the best of them are called for the other part of the examination. The emphasis of the sections seem to differ quite a lot in three universities, but a thorough examination shows that the entrance examinations widely measure and estimate the same qualities. The clearest difference seems to be that University of Jyväskylä is giving candidates points also basing on the application papers. The examinations have been planned in all the units by professional music educators, and their points of view are seen in focusing the percentages of the exams.

Discussion The vision of the ideal student for music teacher education seems to be quite equal in all universities when we concentrate to the emphasis of the exams. The emphasis have not been under strong changing process during last decades. Table 1. Emphasis of the entrance examinations in three universities.

Discussion Schoolteachership, musicianship and educability are the qualities which are tested in entrance examinations of all three universities – they are only put in the examinations in different places and under different names. In the entrance examination it was seen difficult to foresee long- term motivation, commitment to music teacher’s work and reacting in problem situations. It is easy to see, that in personal interview section the development in late 1990’s has been positive because of adding psychological expertice in the jurys. It is interesting to speculate the demands for a music teacher in school of today and especially in future.

Discussion The three different universities have found their entrance examinations very functional. The relationship between the entrance examination and the success in studies have not been followed by purpose in any of the three units. Typical for all entrance examinations in every university was that professionals speculate, impugn and develop the exams all the time. There seems to be some level pressure in every university to lighten tha examinations and make them, if possible, to fit in one day only for economic reasons.

Laadi daadi daa - slide "If you think education is expensive try ignorance." Derek Bok the former President of Harvard