Page 236 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 12, zvezek 25 / Year 12, Issue 25, 2016
P. 236
SBENOPEDAGOŠKI ZBORNIK, 25. zvezek
Summary
According to the findings of the research, the reform of music schools brought forth
favourable developments. The new concept was well weighed and thoroughly planned.
With the reform, new courses were introduced: the organ, as well as folk instruments: the
zither, the tamboura and the diatonic accordion. Before the reform, these instruments were
instructed as a part of the additional curriculum; however, students were not entitled to an
official certificate. After two decades, modernization was overdue, furthermore, music
schools also had to adapt to the fact that children now enrol a year earlier than before. New
textbooks were introduced, there are more and more new Slovenian teaching materials
suitable for the elementary level of music education. There is of course still room for
improvement in some of the courses.
The music education reform shows several parallels to the new nine year elementary
school system. Children enrol a year earlier in both, descriptive grading was introduced –
which was soon abolished in music schools – and special attention is paid to talented
pupils, and consequently additional lessons in music schools were introduced. However,
we cannot ignore the influence of the nine year elementary school system which is
manifest in the overall slack pace of pupils’ advancement whereas talented children, on
the contrary, progress faster which can be credited to teachers, as well as additional
lessons. There is another tendency that stands out: advanced lessons even with the
youngest pupils, which is most apparent in competitions.
Teaching methods in music schools have changed, teachers make use of modern teaching
methods and the latest technology. This undoubtedly contributes to the motivation of
pupils and consequently to their achievements. Internet facilitates the access to audio
recordings and sheet music, pupils can explore for themselves whereas modern devices
present a helpful and expedient aid in listening, recording and practicing.
The Slovenian public music education is very efficient and distinct in Europe. Its reform
did not include a concept overhaul, it preserved sound elements and enhanced them. There
are 54 public music schools in Slovenia today, which are members of the Slovenian
Association of Music Schools. They are active and successful. During recent years,
teaching methods have become more uniform across schools. Public schools have an
important role also within their respective regions, they cooperate with other local
schools, as well as within the state of Slovenia, and are thus able not only to compete
among themselves but also exchange ideas to improve even further.
236
Summary
According to the findings of the research, the reform of music schools brought forth
favourable developments. The new concept was well weighed and thoroughly planned.
With the reform, new courses were introduced: the organ, as well as folk instruments: the
zither, the tamboura and the diatonic accordion. Before the reform, these instruments were
instructed as a part of the additional curriculum; however, students were not entitled to an
official certificate. After two decades, modernization was overdue, furthermore, music
schools also had to adapt to the fact that children now enrol a year earlier than before. New
textbooks were introduced, there are more and more new Slovenian teaching materials
suitable for the elementary level of music education. There is of course still room for
improvement in some of the courses.
The music education reform shows several parallels to the new nine year elementary
school system. Children enrol a year earlier in both, descriptive grading was introduced –
which was soon abolished in music schools – and special attention is paid to talented
pupils, and consequently additional lessons in music schools were introduced. However,
we cannot ignore the influence of the nine year elementary school system which is
manifest in the overall slack pace of pupils’ advancement whereas talented children, on
the contrary, progress faster which can be credited to teachers, as well as additional
lessons. There is another tendency that stands out: advanced lessons even with the
youngest pupils, which is most apparent in competitions.
Teaching methods in music schools have changed, teachers make use of modern teaching
methods and the latest technology. This undoubtedly contributes to the motivation of
pupils and consequently to their achievements. Internet facilitates the access to audio
recordings and sheet music, pupils can explore for themselves whereas modern devices
present a helpful and expedient aid in listening, recording and practicing.
The Slovenian public music education is very efficient and distinct in Europe. Its reform
did not include a concept overhaul, it preserved sound elements and enhanced them. There
are 54 public music schools in Slovenia today, which are members of the Slovenian
Association of Music Schools. They are active and successful. During recent years,
teaching methods have become more uniform across schools. Public schools have an
important role also within their respective regions, they cooperate with other local
schools, as well as within the state of Slovenia, and are thus able not only to compete
among themselves but also exchange ideas to improve even further.
236
