EUROPEAN TRADITIONS AND PRACTICES OF MUSIC ARTS FUTURE TEACHERS’ PROFESSIONAL TRAINING (ON THE EXAMPLE OF VOCAL / INSTRUMENT TEACHERS OF A MUSIC SCHOOL)

Abstract

The article clarifies the specifics of the future music teachers' professional training by using the example of vocal or instrument teachers of music schools in the countries of the European Union. As a result of the analysis of scientific sources on the researched problem and European practices of future music teachers' professional training, we can confidently note that there is a huge variety of educational practices and structures. Based on the research of the sites of higher education institutions that prepare music teachers, we noticed differences between education systems and views on the educational goals of instrumental/vocal education. The instrumental/vocal goals of teaching range from expanding participation and enhancing enjoyment in musical activities at the amateur level to training future professional musicians and maintaining artistic traditions. A number of competencies have been identified that are necessary to foster a lifelong interest in music and ensure broad access to music education for the entire community. The general characteristics of the training of vocal or instrumental teachers of a music school are given: usually, an institution for music education outside the compulsory education system, offering 1) education in music to students of all ages and stages (general music school) and/or 2) a special curriculum, which prepares students for professional music education at the level of higher education; most often, music schools are at least partially funded by the state or regional government, and in most countries the students of such institutions also pay fees; activities are often guided by specific laws and/or the national curriculum, but there is great variation in the actual work done in schools; the teachers who work in these music schools usually need a professional music qualification, but often do not need a teaching qualification; the more public funding music schools receive, the more regulated the profession usually becomes.