‘Polifonia’ Thematic Network for Music Budapest, Friday 18 May 2007.

‘‘Polifonia’Polifonia’

Thematic Network for MusicThematic Network for Music

Budapest, Friday 18 May 2007

The AECThe AEC

Founded 1953 European association of more than 240

professional music training institutions

Philippe DinkelBudapest, Friday 18 May 2007

The AECThe AEC

Aims to promote European cooperation and to address European issues

Projects in SOCRATES, ERASMUS MUNDUS, EU/USA, eCONTENT, CULTURE 2000, LEONARDO programmes

Main office in Utrecht (NL) www.aecinfo.org


Who are we?Who are we?

Philippe Dinkel - ChairConservatoire de Musique de Genève – CH

Päivi ArjasJyväskylä Polytechnic – FI

Javier DuqueEscola Superior de Musica de Catalunya, Barcelona – ES

Gábor EckhardtLiszt Ferenc Academy of Music, Budapest – HU

Leila FarautConservatoire National de Region de Strasbourg – FR

Arthur GielesRoyal Conservatoire, The Hague – NL

Patricia KeirRoyal Welsh College of Music and Drama, Cardiff - UK


‘‘Polifonia’Polifonia’

Thematic Network for MusicThematic Network for Music


Project dataProject data

Erasmus Thematic Network for music

67 partner organisations

32 European countries

Coordinated jointly by the Malmö Academy of Music and the AEC

Project period

1 October 2004 – 1 October 2007

Friederike VogelBudapest, Friday 18 May 2007

Project aimsProject aims

Further study of issues connected to the Bologna Declaration Process

Collect information on levels in music education before and after the 1st (Bachelor) and 2nd (Master) study cycles

Explore European trends and changes in the music profession


5 working groups5 working groups

Tuning Pre-college 3rd cycle Profession International relations coordinators


Main OutcomesMain Outcomes Tools

• Polifonia/Dublin Descriptors• AEC Learning Outcomes• www.bologna-and-music.org • Handbooks• Country overviews

Reflective documents• Literature study on the necessity of starting early with music education• Study on current trends and developments in the music profession

Activities• Seminars, conferences, presentations


The pre-college working groupThe pre-college working group

Musicians have to start learning an instrument at a young age • A literature study has been made of existing research

that supports the abovementioned opinion

It is important to know how students are being prepared for the professional level

Arthur GielesBudapest, Friday 18 May 2007

gathered feedback from music institutions, music students and music professionals through questionnaires, interviews and site visits

the group’s objective was to collect information about • levels of music education before the higher education

level• the preparation and admission of music students to

higher education

Arthur GielesBudapest, Friday 18 May 2007

The pre-college working groupThe pre-college working group

Admission procedures to Admission procedures to European Conservatoires European Conservatoires


Where students at music Where students at music conservatoires come from?conservatoires come from?

86% come from institutions that offer music education at pre-college level• 45% come from music schools• 33% come from secondary level institutions• 8% come from junior departments

12% studied privately 2% come other routes

Päivi Arjas Budapest, Friday 18 May 2007

What is tested? What is tested?

Most widely tested skills and those considered to

be the most important:

1) Artistic expression

2) Aural skills

3) Knowledge of different musical styles


Conclusions Conclusions

Most students have attended some kind of formal pre-college institutions before the college-level

Can be viewed as evidence to the effectiveness of structured pre-college education

Emphasizes the continuum in music education


Conclusions Conclusions

WITHOUT A STRONG PRE-COLLEGE SYSTEM IT IS NOT POSSIBLE TO IMPLEMENT THE BOLOGNA PROCESS

It is essential to monitor the topic as an ongoing basis and update it regularly


General conclusionsGeneral conclusions

Starting music training at an early age is crucial

Most students entering higher education in music come from pre-college institutions

A well-developed pre-college education leads to a higher professional standard in higher music education


General conclusionsGeneral conclusions

The strength of the connection between pre-college level education and higher education depends on the existence of a national curriculum

Music education is a continuum and it is therefore difficult to pinpoint the exact beginning of professional studies and to conceptualise the different phases of education.

Nevertheless, musical pre-college education is a specific phase in musical education and needs to be recognised as such.


Further stepsFurther steps

to promote a dialogue/cooperation between the institutions of higher musical education and those at the pre-college level

to gather statistical information beyond the country descriptions about the institutional origins of students

to see if processes in various music genres differ from each other



The AEC pre-college group will offer a pre-college message board on the Polifonia website to approach the topic more proactively.

A declaration by the pre-college group with conclusions and recommendations at a political level.



During the second cycle of ‘Polifonia’, the pre-college issue will be continued through:• A conference on pre-college music training in Oslo,

February 2008• A strong focus on the training of instrumental teachers

(working group for the formulation of competences, exchange of good practice, etc)

• Seminars on instrumental teaching in Helsinki (Spring 2008) and during the EU Year for Education & Culture 2009 (Czech Republic)

EMU will be a partner in the ‘Polifonia’ 2nd cycle.


www.polifonia-tn.orgwww.polifonia-tn.orgpolifonia@[email protected]

www.aecinfo.orgwww.aecinfo.org

‘Polifonia’ Thematic Network for Music Budapest, Friday 18 May 2007.

Documents

Transcript of ‘Polifonia’ Thematic Network for Music Budapest, Friday 18 May 2007.