Page 55 - 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. 55
Nataša Cigoj Krstuloviæ, NAÈELA IN PODOBE ...
unsurprisingly, made up the largest proportion of all students, most of whom remained
amateur musicians performing for domestic salon entertainment. As for orchestral music
education, which the society’s board encouraged at the beginnings of the twentieth
century, the teaching of wind and brass instruments posed the most pressing problem. The
Glasbena matica Music School prepared the ground for the establishment of its
conservatory by raising the difficulty level of instruction and the progressive introduction
of instruction for all instrumental and theoretical subjects. The dynamic period at the turn
of the nineteenth and twentieth centuries was marked by curricular reforms (1887, 1894,
and 1906) and editions of original textbooks for singing, piano and violin instruction.
With the establishment of the conservatory in 1919, Glasbena matica achieved its most
important objective and set the professional foundations for the spread of professional
music work. The conservatory operated under Glasbena matica until 1926, after which it
was nationalised. Its national and artistic mission came to full fruition with the progressive
development (modernisation) of instruction over the next two decades, when the teachers’
expertise, experience and skills could finally ensure the acquisition of knowledge in a
wide array of music professions. At that stage, education was also provided to
instrumental solo players–virtuosos, as well as composers, which was a necessary
prerequisite for setting the basis for all forms of national music practice that would be on a
par with other European cities.
55
unsurprisingly, made up the largest proportion of all students, most of whom remained
amateur musicians performing for domestic salon entertainment. As for orchestral music
education, which the society’s board encouraged at the beginnings of the twentieth
century, the teaching of wind and brass instruments posed the most pressing problem. The
Glasbena matica Music School prepared the ground for the establishment of its
conservatory by raising the difficulty level of instruction and the progressive introduction
of instruction for all instrumental and theoretical subjects. The dynamic period at the turn
of the nineteenth and twentieth centuries was marked by curricular reforms (1887, 1894,
and 1906) and editions of original textbooks for singing, piano and violin instruction.
With the establishment of the conservatory in 1919, Glasbena matica achieved its most
important objective and set the professional foundations for the spread of professional
music work. The conservatory operated under Glasbena matica until 1926, after which it
was nationalised. Its national and artistic mission came to full fruition with the progressive
development (modernisation) of instruction over the next two decades, when the teachers’
expertise, experience and skills could finally ensure the acquisition of knowledge in a
wide array of music professions. At that stage, education was also provided to
instrumental solo players–virtuosos, as well as composers, which was a necessary
prerequisite for setting the basis for all forms of national music practice that would be on a
par with other European cities.
55
