1. 1 EMU General Assembly and Conference “Music Education in Nordic Countries” 14.11.2006

2. 2 MUSIC EDUCATION AND POLITICS Values, contents and aims of music education are the result of political compromise. This is why the values and aims of education are not neutral, they are linked with political values and aims.

3. 3 Equality in music education Equality in music education can comprise the following concepts all those willing should have the right and possibility to participate in music education the right to get qualified instruction the right to get adapted (disabled students etc.) instruction individual rights and duties in relation to the expectations of the institute and society

4. 4 Basic right or elitism the right to get music education has often been regarded as a basic human right there has been discussion about whether music education provided outside school is a basic right to what extent the state should support music education arranged outside school, and what is the individual’s responsibility for the costs caused by music as a hobby. the question about whether music education given outside school belongs to the basic rights, is seen differently in various Nordic Countries due to economic and political traditions.

5. 5 VALUES OF MUSIC EDUCATION, CONTENTS AND AIMS OF INSTRUCTION The activities of music schools are guided by: legislation (laws, statutes and recommendations) funding values of the society changes in society traditions of art education teacher training assessment (internal and external evaluation) parents and students

6. 6 Legislation Denmark - Every municipality must have a music school - Guidelines concerning education - Teaching manual Finland - Funding and permissions to arrange education via Ministry of education - National curriculum via National Board of Education - Examination and evaluation recommendations via Finnish Music School Association Iceland - Legislation when establishing a school - A nationally standardized examination system. Norway - Education act states that every municipal should have a music and art school - The council has published a programme plan describing the basic subjects in the schools of music and the arts. Sweden - There is no legislation to establish schools of music and the arts in Sweden

7. 7 Funding Denmark - State covers up to 25% of salary costs - Fees not more than 33% - Municipality 42% Finland - State covers over 50% - Fees covers 17% - Municipality covers 33% - Average tuition fee 400 € Iceland - Municipal covers 80% - Fees 20% - Average tuition fee 450 € Norway - Municipality - Average tuition fee 300 € Sweden - Municipality covers 82% - Tuition fee 18% - Average tuition fee 130 €

8. 8 Values of the society Denmark - Local foundation of music schools - Open to society - Democratic boards - Profile of quality and co- operation Finland - National cultural identity - Strong state funding for culture - Nordic welfare society ideology Iceland - Strong position in society - 10% of the students are aged 21 years or older - Students can have their lessons within the normal school day Norway - Open to all - Low tuition fees - Special responsibility for talented pupils - Teachers qualified for combined positions Sweden - A positive leisure time for young people - An important part of the local music life - School of music and the arts began in the 1980´s

9. 9 Changes in society Denmark - Zapping culture - Fewer music schools - More culture schools - Bigger and talent focusing music schools Finland - Economical development - Less taxes more costs - New technology - The multi cultural society Iceland - More privately operated music schools - More foreign teachers to Iceland Norway - New technology - The multi cultural society - Media and commercial culture - A decreasing number of boys as pupils Sweden - Cooperation with the common schools - Cooperation with different art forms - Pupil’s influence - Disabled children - Bigger role of the government - New technology

10. 10 VALUES OF MUSIC EDUCATION “ Music education boat is swaying upon the cross waves of many expectations and wishes”. There are differences in the Nordic Countries concerning expectations and their effects upon the activities and values of music institutes.

11. 11 External and internal guidance If the music schools are free from the external guidance (National Curricula and Examination System), internal guidance (role of the teachers etc.) play bigger role. Values and attitudes are in continuous process of change. If there are changes in the balance of the internal and external guidance, new guidance mechanisms are produced. The concept of freedom is always proportional!

12. 12 Positive and negative guidance of the State Positive guidance the State creates conditions for music education citizens have an equal position to get music education plenty of positive guidance in the Nordic Countries Negative guidance the State controls the activities of the music schools and their freedom to organize instruction wishes of the individual are not fulfilled

13. 13 THE STATE AND THE LOCAL LEVEL Funding of the music schools is generally on a safer basis than in the countries in which the main responsibility lies upon the State. If there is not enough governmental funding, the role of local discussion and politics in defining the contents and values of music education grows. The political question is, to what extent the values of music education is guided by the music self value, and to what extent they are guided by the social values and benefits.

14. 14 Music self values Music self value: - Artistic goals of music education - Promotion of the national music life - Continuity of the tradition of western music - Professionalism Principles: - Acceptance through examination - Studies directed by curricula or/and examination systems - Extended length of the individual lesson - Aim to high musical standard - Preparatory studies for professional education

15. 15 Social values Social values: - Social skills - Growth to an active member of society - Prevention of social exclusion - Integration to society - Preventive health-care Principles: - Music education for all - student’s freedom - close to the music tuition in the general schools - Teaching in groups - Individual lessons are short

16. 16 Music self value and social values The above mentioned categories are seldom or never realized in their pure forms. In all systems, there are also values in common, as promotion of talent, development of the child’s holistic personality and creating good amateur musicians. Queues to music schools and pressure to raise the student fees exist in all Nordic Countries.

17. 17 Challenges for Nordic Countries Ideologies and financial realities music for all ideology and goal oriented music education Music self value and social values Students’ rights and freedom Classical music and rhythm music Future of Symphony Orchestras Competition of students leisure time Music education in information and media society

18. 18 Finally To be able to do international co-operation and learn from each others, EMU needs tolerance and understanding about history and politics, funding systems, legislations and values of the societies in European countries. To be continued in Budapest?