Page 308 - 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. 308
SBENOPEDAGOŠKI ZBORNIK, 25. zvezek
Music Academy was founded in 1980 with an aim of intensifying development of
professional personnel pool that was previously educated in Belgrade, Zagreb and
Sarajevo.
Today, 80 years after the first music school was founded, there are fourteen state music
schools and one private music school6 in Montenegro. Even though, there could be more
music schools in Montenegro, children have access to music education in most of the
towns. There are also five secondary music schools that belong to the system of secondary
vocational education.
System of Elementary Music Education in Montenegro
System of music schools in Montenegro and neighboring countries implies that they are
part of the education system funded from the state budget, and that they are accessible, as
such, for everyone who shows elementary music abilities and desire to attend a music
school. Students attend classes of all courses envisaged by the plan, and at the end of the
academic year they take the final exam. As interest of children dropped in recent years
when it comes to practicing on instruments, schools took the initiative to introduce
preliminary exams for checking knowledge, twice in the first semester and once in the
second semester. Public performances and competitions at the national and international
level for talented children are also an integral part of the music education process. Music
Festival of the Youth of Montenegro7 organized by the Community of Music Schools, and
that will be held for the 44th time this year, is an important tradition in providing
encouragement for talented children. Students from elementary and secondary music
schools, as well as Music Academy students, participate in this competitive festival in
different categories. In the last ten years, many multidisciplinary projects which stimulate
students’ participation in different forms of music activities were intensified.
Reform Processes of the Education System and Influence on Reform of the Music
Schools
Elementary and secondary music school curricula were done over decades based on the
example of other former Yugoslav countries, primarily the neighboring Serbia. On the
initiative of solfeggio educators, the programming section of the Ministry of Education
launched the writing of the curriculum for this program in 1996/1997. The authors wrote
them looking at methods used in France, where classes were held in the framework of a
course Formation musical, which implied a global approach by connecting different
music contents: classic solfeggio, development of the harmonic ear, recognition of simple
music forms, listening to music and development of critical opinion, as well as
introduction of basic information from the history of music.8 Our opinion is that such a
conceived course contributes to a better understanding of music and a more productive
6 MACG.Muzièka asosiacija Crne Gore..http://www.macg.me/muzicke_skole.php (1. 11. 2016).
7 Umetnjièka škola za muziko i balet “Vasa Paviæ”. XLIII Muzièki festival mladih Crne Gore
(25.–28.4.2016)
8 Information taken from the web page: http://www.emdjacquesibert.fr/ressourcesquestions-sur/la-
formation-musicale/ (10. 5. 2014).
308
Music Academy was founded in 1980 with an aim of intensifying development of
professional personnel pool that was previously educated in Belgrade, Zagreb and
Sarajevo.
Today, 80 years after the first music school was founded, there are fourteen state music
schools and one private music school6 in Montenegro. Even though, there could be more
music schools in Montenegro, children have access to music education in most of the
towns. There are also five secondary music schools that belong to the system of secondary
vocational education.
System of Elementary Music Education in Montenegro
System of music schools in Montenegro and neighboring countries implies that they are
part of the education system funded from the state budget, and that they are accessible, as
such, for everyone who shows elementary music abilities and desire to attend a music
school. Students attend classes of all courses envisaged by the plan, and at the end of the
academic year they take the final exam. As interest of children dropped in recent years
when it comes to practicing on instruments, schools took the initiative to introduce
preliminary exams for checking knowledge, twice in the first semester and once in the
second semester. Public performances and competitions at the national and international
level for talented children are also an integral part of the music education process. Music
Festival of the Youth of Montenegro7 organized by the Community of Music Schools, and
that will be held for the 44th time this year, is an important tradition in providing
encouragement for talented children. Students from elementary and secondary music
schools, as well as Music Academy students, participate in this competitive festival in
different categories. In the last ten years, many multidisciplinary projects which stimulate
students’ participation in different forms of music activities were intensified.
Reform Processes of the Education System and Influence on Reform of the Music
Schools
Elementary and secondary music school curricula were done over decades based on the
example of other former Yugoslav countries, primarily the neighboring Serbia. On the
initiative of solfeggio educators, the programming section of the Ministry of Education
launched the writing of the curriculum for this program in 1996/1997. The authors wrote
them looking at methods used in France, where classes were held in the framework of a
course Formation musical, which implied a global approach by connecting different
music contents: classic solfeggio, development of the harmonic ear, recognition of simple
music forms, listening to music and development of critical opinion, as well as
introduction of basic information from the history of music.8 Our opinion is that such a
conceived course contributes to a better understanding of music and a more productive
6 MACG.Muzièka asosiacija Crne Gore..http://www.macg.me/muzicke_skole.php (1. 11. 2016).
7 Umetnjièka škola za muziko i balet “Vasa Paviæ”. XLIII Muzièki festival mladih Crne Gore
(25.–28.4.2016)
8 Information taken from the web page: http://www.emdjacquesibert.fr/ressourcesquestions-sur/la-
formation-musicale/ (10. 5. 2014).
308
