ISME 2014 - The Worlds of Latin

American Music Education: A

response to the Lead Paper

Ana Lucía Frega Head CePeM / DAMus / IUNA

Buenos Aires, Argentina

The Various Histories of Music Education in Brazil:

a Dialogue across Culture

Jusamara Souza

I will attempt an answer to Jusa’s challenging paper

Various countries

Various histories

Challenges and conclusions.

A little bit of history

Music has been compulsory at primary level in

Argentina as required by Law 1.420 passed in

1884. Similar in other countries

In the early 20th century, some activities as

“singing” were required in the region

In early 1960s, music education started to grow

with new input of content, with Chile and

Argentina leading this development

General political/institutional developments in

the region

About ISME

Noteworthy immigrants (who came after second WW) included people such as Ernesto Epstein and Rodolfo Zubrisky as personal representatives of ISME. The second event was the creation of an Argentinian branch of ISME in 1965. BUT, there were internal problems in the country as the former ADOMU, created in 1955, was ignored in this framework!! From then on, it has proven impossible to get to any agreement (within my own experience of this). Professor RZ became ISME president; then myself( 1994/2000), then Liane Henschke (Brasil) .Today there is no Spanish speaking country in LA that has a national or even local ISME representative organization. Brasil has been successful and has a good and well articulated orgnaisation covering the country with state, regional and national meetings be held.

ISME and ADOMU

1971 ISME International seminar: argued the pros and cons

Argentina - Regional and National meetings from 1965 on, run by SADEM, the ISME affiliated organization. It lost ISME representative status early in the 21st century

In addition, ADOMU organized national meetings until around late 1990s.

From the 1990s onwards

A comparative study of the recent Laws effecting

education in Argentina, Brasil, Chile, Paraguay

and Uruguay was undertaken at CARI (Consejo

argentino de relaciones internacionales /

Argentinian Council for International

Relationships) has demonstrated the following

relevant facts related to our field:

The revisions have ocurred as two changes over ten

years during the 1990s

More about these countries...

Compulsory education has been expanded to include late K, all primary and secondary - a total of 12 to 15 years of compulsory and free education is now law

All levels require some content in arts education and must encorporate Music OR

Music education may be a separate discipline and will include singing, sight singing, classroom instrumental music and creative music experiences

Some orchestras are modelled on the Venezuelan Youth Music Project are included in the school program as well.

ISME RESEARCH & REGIONAL

MEETINGS have been held as follows:

1997 … Salvador de Bahia, Bresil

1999 … Mérida, Venezuela

2001 … Mar del Plata, Argentina

2003 … México DF, México

2005 … Santiago, Chile

2007 … Campo Grande, Bresil

2009 … Buenos Aires, Argentina

2011 … Tabasco, México

2013 … Santiago de Chile

Final Comments

Pros concening international input

Cons about the same

There is now a strong movement towards local and national musics …

This is in spite of strong international media influence