Page 54 - 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. 54
SBENOPEDAGOŠKI ZBORNIK, 25. zvezek
Schulordnung für die Musikschule der philharmonischen Gesellschaft in Laibach.
1875. Ljubljana: Filharmonièna dru ba.
Schulstatut der phiharmonischen Gesellschaft in Laibach, 1887. Ljubljana:
Filharmonièna dru ba.
Steska, Viktor. 1929. Javna glasbena šola v Ljubljani. Cerkveni glasbenik, let. 52, št.
1–2, str. 22–25; št. 3–4, str. 52–55; št. 5–6, str. 82–86; št. 7–8, str. 115–118; št. 9–10,
str. 143–148; št. 11–12, str. 179–182.
Verzeichnis des Lehrstoffes welcher an der Musikschulen der Philharmonische
Gesellschaft in Laibach in Verwendung ist. 1902. Ljubljana: Filharmonièna dru ba.
Vurnik, Stanko. 1929. Glasba. Slovensko glasbeno ivljenje l. 1928. Dom in svet, let.
42, št. 1–2, str. 63–64.
Summary
The conception of public music education in the nineteenth-century Slovenian territory
was primarily developed in line with the requirements of music practice. The
establishment of public music schools also encouraged the consideration of ethical
impacts of music-making, which shaped the history of the idea of the European and
particularly German area. This Enlightenment idea influenced the understanding of the
importance that singing had in general education as well as for raising national
consciousness. The organisation of the first public music schools across the Slovenian
provinces reflected the general and music-historical development, and the contents of
music education in individual institutional frameworks were conditioned on different
understandings of music.
Until World War I, the Ljubljana-based Glasbena matica Music School (founded 1882)
was the central and the largest institution of music education in the Slovenian territory,
which, alongside the Philharmonic Society, set the institutional frameworks for teaching
amateur and professional musicians. The Glasbena matica Music School was the result of
Slovenian aspirations towards achieving cultural independence from the state-imposed
culture, which was based on the German language. Its primary objective was to promote
the artistic development of Slovenian music. In quantitative terms, the Glasbena matica
Music School was making relatively great strides, with nearly five hundred students in the
academic year of 1907/8, about three times the number than the School of the
Philharmonic Society.
The organisation and teaching methods at the Ljubljana-based Glasbena matica Music
School were dictated by the music conditions as well as the guiding principles of cultural
nationalism, i.e. Central European populist ideas on education for the masses and the use
of folksongs as teaching material. Choir singing was compulsory for all pupils and singing
instruction also set the basis of instrumental and theoretical instruction. Beside choir and
solo singing instruction provided by the school, the greatest progress was made in the
piano and violin instruction. In light of the bourgeois music practice, piano students,
54
Schulordnung für die Musikschule der philharmonischen Gesellschaft in Laibach.
1875. Ljubljana: Filharmonièna dru ba.
Schulstatut der phiharmonischen Gesellschaft in Laibach, 1887. Ljubljana:
Filharmonièna dru ba.
Steska, Viktor. 1929. Javna glasbena šola v Ljubljani. Cerkveni glasbenik, let. 52, št.
1–2, str. 22–25; št. 3–4, str. 52–55; št. 5–6, str. 82–86; št. 7–8, str. 115–118; št. 9–10,
str. 143–148; št. 11–12, str. 179–182.
Verzeichnis des Lehrstoffes welcher an der Musikschulen der Philharmonische
Gesellschaft in Laibach in Verwendung ist. 1902. Ljubljana: Filharmonièna dru ba.
Vurnik, Stanko. 1929. Glasba. Slovensko glasbeno ivljenje l. 1928. Dom in svet, let.
42, št. 1–2, str. 63–64.
Summary
The conception of public music education in the nineteenth-century Slovenian territory
was primarily developed in line with the requirements of music practice. The
establishment of public music schools also encouraged the consideration of ethical
impacts of music-making, which shaped the history of the idea of the European and
particularly German area. This Enlightenment idea influenced the understanding of the
importance that singing had in general education as well as for raising national
consciousness. The organisation of the first public music schools across the Slovenian
provinces reflected the general and music-historical development, and the contents of
music education in individual institutional frameworks were conditioned on different
understandings of music.
Until World War I, the Ljubljana-based Glasbena matica Music School (founded 1882)
was the central and the largest institution of music education in the Slovenian territory,
which, alongside the Philharmonic Society, set the institutional frameworks for teaching
amateur and professional musicians. The Glasbena matica Music School was the result of
Slovenian aspirations towards achieving cultural independence from the state-imposed
culture, which was based on the German language. Its primary objective was to promote
the artistic development of Slovenian music. In quantitative terms, the Glasbena matica
Music School was making relatively great strides, with nearly five hundred students in the
academic year of 1907/8, about three times the number than the School of the
Philharmonic Society.
The organisation and teaching methods at the Ljubljana-based Glasbena matica Music
School were dictated by the music conditions as well as the guiding principles of cultural
nationalism, i.e. Central European populist ideas on education for the masses and the use
of folksongs as teaching material. Choir singing was compulsory for all pupils and singing
instruction also set the basis of instrumental and theoretical instruction. Beside choir and
solo singing instruction provided by the school, the greatest progress was made in the
piano and violin instruction. In light of the bourgeois music practice, piano students,
54
