Upload
lamberto-coccioli
View
216
Download
1
Tags:
Embed Size (px)
DESCRIPTION
implementation and use of credit points evert bisschop boele in higher music education AEC PUBLICATIONs 2007 authors and the Commission cannot be held responsible for any use which might be made of the information contained therein. A free electronic version of this handbook is available through www.polifonia-tn.org. implementation and use of credit points evert bisschop boele in higher music education
Citation preview
AEC PUBLICATIONs 2007
Association Européenne des Conservatoires,Académies de Musique et Musikhochschulen (AEC)PO Box 805 NL-3500AV Utrecht The Netherlands
Tel +31.302361242 Fax +31.302361290Email [email protected] Website www.aecinfo.org
handbook
implementation and use of credit points
in higher music education
evert bisschop boele
The Polifonia project has been funded with support from the European Commission. This publication reflects the views of its authors and the Commission cannot be held responsible for any use which might be made of the information contained therein.
A free electronic version of this handbook is available through www.polifonia-tn.org.
handbook
implementation and use of credit points
in higher music education
evert bisschop boele
Contents
foreword1. introduction2. credit point systems 2.1 Whatisacreditpointsystem? 2.2NationalcreditpointsystemsandtheEuropeanCreditTransferand AccumulationSystem 2.3Basicfeaturesofacreditpointsystem 2.4Advantagesanddisadvantagesofcreditpointsystems3. how to build a credit point system 3.1 Fromrelativeimportancetocreditpoints 3.2Fromabsoluteworkloadtocreditpoints 3.3Fromcontacttimetocreditpoints 3.4Whichsystemtochoose? 3.5Specificproblemsincreditpointsystems4. credit point systems in a wider context 4.1 Creditpointsystemsandcurriculumdevelopment 4.2Creditpointsystemsandinternationalisation 4.3Creditpointsystemsandinternalqualityassuranceappendicesappendix a: Listofrelevantwebsitesappendix b: SomeEuropeanexamplesofcreditpointtables
57889
111315151721232429293132
36
37
5
5
Foreword
ThisdocumenthasbeendevelopedintheframeworkoftheERASMUSThematicNetworkforMusic“Polifonia”1,thelargestEuropeanprojectonprofessionalmusictrainingtodate.Thisprojectinvolved67organisationsinprofessionalmusictrainingandthemusicprofessionfrom32Europeancountriesand30expertsin5connectedworkinggroupsinanintensive3-yearworkprogrammefromSeptem-ber2004–October2007.Theproject,whichwascoordinatedjointlybytheMalmöAcademyofMusic–LundUniversityandtheAssociationEuropéennedesConservatoires,AcademiesdeMusiqueetMusikhochschulen (AEC),receivedsupportfromtheEuropeanUnionwithintheframeworkoftheERASMUSProgramme.Theaimsoftheprojectwere:
1. To study issues connected to the Bologna Declaration Process, such as the development oflearningoutcomesfor1st(Bachelor),2nd(Master)and3rdcyclestudiesthroughthe“Tuning”2methodology,theuseofcreditpointsystems,curriculumdevelopment,mobilityofstudentsandteachers,andqualityassuranceinthefieldofmusicinhighereducation.
2. Tocollect informationon levels inmusiceducationother than the 1st (Bachelor)and the2nd(Master)studycycles,inparticularpre-collegetrainingand3rdcycle(Doctorate/PhD)studiesinthefieldofmusic.
3. Toexploreinternationaltrendsandchangesinthemusicprofessionandtheirimplicationsforprofessionalmusictraining.
WiththeaimtoparticipateinthediscussionstakingplaceinthehighermusiceducationsectorandintheframeworkoftheBolognaprocess,theAECformedwithin“Polifonia”agroupwiththefollow-ingexperts:
• JeremyCox(Chair-RoyalCollegeofMusic,London)• HannuApajalahti(SibeliusAcademy,Helsinki)• EvertBisschopBoele(HanzehogeschoolGroningen)• CristinaBritodaCruz(EscolaSuperiordeMúsicadeLisboa)• BrunoCarioti(ConservatorioStatalediMusica“AlfredoCasella”,L’Aquila)• GrzegorzKurzynski(K.LipinskiAcademyofMusic,Wroclaw)• JörgLinowitzki(MusikhochschuleLübeck)• JacquesMoreau(CNSMDdeLyon)
1 Moreinformationabout“Polifonia”canbefoundatwww.polifonia-tn.org.
2 Formoreinformationaboutthe“Tuning”methodologypleaseseehttp://www.tuning.unideusto.org/tuningeu/index.php?option
=content&task=view&id=172&Itemid=205.
6 7
InordertoassisthighermusiceducationinstitutionswiththerequirementsproposedbytheBolognaprocess,the“Polifonia”projectissuedaseriesofpublicationsthatcanbeusedbytheinstitutionsinthedevelopmentoftheirstudyprogrammes:
• Severalpracticalhandbookson: - CurriculumDesignandDevelopmentinHigherMusicEducation - ImplementationandUseofCreditPointsinHigherMusicEducation - InternalQualityAssuranceinHigherMusicEducation• Adocumententitled“SummaryofTuningFindings–HigherMusicEducation”,whichcontainsthe
AECLearningOutcomesforthe1st,2ndand3rdcycles,aswellasthe“Polifonia/DublinDescrip-tors”asmentionedinparagraph3.2.6ofthishandbook
• Atrilingualwebsitecalled“BolognaandMusic”(www.bologna-and-music.org),whereallrele-vantdocumentationinrelationtotheBolognaprocessseenfromtheperspectiveofhighermusiceducationcanbefound.
Inaddition,theAECproject“AccreditationinEuropeanProfessionalMusicTraining”3producedsev-eralimportantdocumentsaddressingexternalqualityassuranceandaccreditationinmusic.
3 Moreinformationaboutthisprojectcanbefoundatwww.bologna-and-music.org/accreditation.
6 7
1 . IntroduCtIon
1.1 TheintroductionofcreditpointsystemshasbeenanimportantissueinthecontextoftheBolognaprocess, which seeks to create a harmonised area of higher education across Europe. In highermusiceducation,acreditpointsystemissomethingrelativelynewformanyinstitutions.Thegoalofthispublicationistoserveasapracticalandeasilycomprehensibleguideforthedevelopmentandmaintenanceofacreditpointsysteminhighermusiceducationinstitutions:conservatoires,musicacademies,Musikhochschulenandthelike.
1.2 Ifyou,thereader,arestartingtomastertheins-and-outsofcreditpointsystems,itmaybeagoodideatoreadthisbrochureoncecompletely.Thatway,onegetsanoverviewofthesubject,andques-tionswhichoccurtoyouwhilereadingmayturnouttohavebeenansweredbytheendofeachchap-terorbytheendofthebrochure.Asanextraaidtoorientation,ashortoutlineoftheotherchaptersofthepublicationisgiveninaboxatthebeginningofeachchapter.Particularlyproblematicconceptsarethendealtwithattheendofeachchapter.
1.3 Finally,IwouldliketoexpressmygratitudetoMrJeremyCox(RoyalCollegeofMusic–London)forreadingthefirstdraftofthisdocumentandmakingmanyhelpfulsuggestionstothetext.
InChapter2youwillfind:- ashortdefinitionofacreditpointsystem- somehistoricalaspectsofcreditpointsystems- adescriptionofthebasicfeatures,advantagesanddisadvantagesofcreditpointsystems
InChapter3youwillfind:- three different models which you might use when building a credit point system in your institution- someremarksonspecificproblemswhenbuildingacreditpointsystem
InChapter4youwillfind:- remarksonthewidercontextofcreditpointsystems:theirrelationtocurriculumdevelop- ment,internationalisationandqualityassurance.
9
2. CredIt poInt systems
Inthischapterwewillexplainthebasicfeaturesofcreditpointsystems.Wewillstartwithashortdefinitionandabasicexample(2.1).Inordertomakeclearwhycreditpointsystemsarearealissueinhighereducationtodayand,especially,whytheECTS-systemissoimportant,wewillbrieflyoutlinesomehistoricalaspects(2.2).Wewillfinishwithadescriptionofthebasicfeatures,advantagesanddisadvantagesofcreditpointsystems,withECTSasanexample(2.3).
InChapter3youwillfind:- threedifferentmodelstousewhenbuildingacreditpointsysteminyourinstitution- someremarksonspecificproblemswhenbuildingacreditpointsystem
InChapter4youwillfind:- remarksonthewidercontextofcreditpointsystems:theirrelationtocurriculumdevelop- ment,internationalisationandqualityassurance.
2.1 what is a credit point system?
2.1.1 Basically,acreditpointsystemis:asysteminwhichthetotalvolumeofstudycarriedoutbyastudentduringtheyear(taughttimeplusindependentstudytime)isgivenanumericalvalue.Thisvalueisthensubdividedtocorrespondtothevarioussubjects,unitsormoduleswhichthestudenttakes.4
2.1.2 Togiveasimpleexample:letussaythatanaveragestudentinaparticularhighermusiceducationinstitutionisexpectedtostudyfor42weeks,eachof40hours.Thetotalamountofstudytimeperyearis1680hours.Supposeastudentisexpectedtotake5subjects.Eachsubjecthas1lessonperweeklasting2hours–2hoursofcontacttimeperweek.Forfivesubjectsthismakesatotalof10hoursperweek.Foreachofthe5lessons,thestudentisexpectedtostudyindependentlyforafur-ther6hoursperweek.Thistotals30hoursofindependentstudytimeperweek.Foreachsubject,thestudentisexpectedtostudyforatotalof8hoursperweek(2+6hours).Ifthissubjectistaughtacrossthewholeyear,thismeansthatthestudentisexpectedtospendatotalof336hoursonthesubject(8hoursx42weeks).Ifthe1680hours(thetotalamountofstudytimeinoneyear)isgiventhevalueof60creditpoints,onecreditpointequals28hours.Eachofthefivesubjectshasavolumeofstudyof336hours;thisequals12creditpoints(12creditpointsx28hours=336hours).
4 TheOnlineAECHandbookon“TheEffectsoftheBolognaDeclarationonProfessionalMusicTraininginEurope”canbefoundat
www.bologna-and-music.org.
8
9
Contacttime/
week
Independent
study/week
Totalstudy/week Totalstudy/year Credits
SubjectA 2 6 8 336 12
SubjectB 2 6 8 336 12
SubjectC 2 6 8 336 12
SubjectD 2 6 8 336 12
SubjectE 2 6 8 336 12
Total 10 30 40 1680 60
Ifastudentinthesameinstitutionwereexpectedtotakeonlyfoursubjects,butoneofthesesubjectsinvolveddoubletheamountofcontacthoursandindependentstudytime,andiftheyearweredividedintotwoequalsemesters,thetablewouldlooklikethis:
Contact
time/week
Independent
study/week
Totalstudy/
week
Totalstudy/
year
Credits/
year
Credits
sem.I
Credits
sem.II
SubjectH 2 6 8 336 12 6 6
SubjectI 2 6 8 336 12 6 6
SubjectJ 2 6 8 336 12 6 6
SubjectK 4 12 16 672 24 12 12
Total 10 30 40 1680 60 30 30
2.2 national credit point systems and the european Credit transfer and Accumulation system
2.2.1 Tosome, itmayseemasthoughcreditpointsystemsarearecentphenomenon inhighermusiceducation,connectedwiththesigningofthe“BolognaDeclaration”andtakingtheformofECTS.Infact,though,creditpointsystemshavebeenusedlongbeforetheBolognaDeclaration(1999)andeven before the introduction of ECTS (1988). The Norwegian Academy of Music introduced creditpointsin1975;intheNetherlandscreditpointshavebeeninusesince1992;GreatBritainhasatleastanominalnationalcreditpointsystemsincethe1980s.Allthesecreditpointsystemsuseddifferentnumericalscales.Forexample,thetotalvolumeofstudyperyearinNorwayequalled20credits,thatintheNetherlands42creditsandthatinGreatBritain120credits.
2.2.2 Asinternationalco-operationandstudentexchangestartedtobecomeanincreasinglysignificantis-sue-specificallyintheEuropeanCommunitybutalsooutside-questionsconcerningtherecognitionofstudyresultsandtheinternationalcomparabilityof(higher)educationbecamemoreandmoreurgent.TofostercomparabilityandexchangewithintheEuropeanCommunity,aEuropeanCreditTransferandAccumulationSystemwasdeveloped.5
5 Relatedtoolsforinternationalexchangearealsobeingdeveloped.Inthefieldofcompetenciesandqualifications,forexample,
there is thesuggested“Europass”-portfolio,which includes,amongstotherelements, theEuropeanCurriculumVitae, the
Mobili-pass,theDiplomaSupplement,theCertificateSupplementandtheEuropeanLanguagePortfolio.
TheEuropeanCreditTransferandAccumulationSystemconsistsofseveralelements:• astandardoutlineforanECTSinformationpackagewhichhelpseachinstitutionto• describetheformandcontentoftheeducationitoffers;• anECTScreditpointsystemwhichcanbeusedasameans to translateonenationalcredit- pointsystemintoanother;• anECTSgradingscalewhichcanbeusedasameansoftranslatingonenational• gradingscaleintoanother;• several standard documents to be used in external exchange: a student application form, a learningagreement,arecognitionsheetatranscriptofrecords.Closelyconnectedwith thoseECTS instruments is theDiplomaSupplementwhichdescribes thecontentandlevelofthecourse.TheECTSinstrumentsandtheDiplomaSupplementarebothex-plainedintheECTSUsers’Guide.6
2.2.3TheEuropeanCreditTransferandAccumulationSystemisthereforemorethanjustacreditpointsystem.ThecreditpointsystemusedinECTSwasinitiallyjustmeanttobeatranslationtoolbetweenvariousnationalcreditpointsystemsandisonlyoneoftheelementsofECTS.TherehasbeennoobligationwithinEuropetouseECTS,butitsusehasbeenpromotedextensively.Sinceitsinceptionin1988,ECTShasbeenintroducedinmoreandmorehighereducationinstitutions,withthehelpofnationalECTScounsellorsandanECTSUsersGuide,availableontheinternetinmanylanguagesoftheEuropeanCommunity.When,in1999inBologna,ministersresponsibleforhighereducationin29countrieswithinandoutsidetheEuropeanCommunitysigned(oftheirownfreewill)adeclarationinwhichtheyproclaimedthattheyintendedtoestablishaEuropeanAreaofHigherEducationby2010,theyproposed,amongstotherthings,thatallcountriesthatweresignatorieswouldadoptasystemofcreditpointsthatwouldbecompatiblewithECTS.
2.2.4 IntheECTScreditpointsystem,thetotalamountofstudyinonelearningyearequals60creditpoints,oftendividedintotwosemestersof30creditseachorthreetermsof20creditseach.CountrieswhichhadnotpreviouslyusedacreditpointsystemoftenchosetoadoptasystemcorrespondingtoECTSitself,withatotalamountofstudyperyearof60creditpoints.Somecountriesthatalreadypos-sessedtheirowncreditpointsystemdecidedtochangeitsothatitwouldcorrespondtoECTS–theNetherlands,forexample,changedfroma42-pointsystemtoa60-pointsystemin2002.ThegrowingnumberofcountriessigningtheBolognaDeclaration,andthegrowingnumberofcountriesadopt-inga60-pointsystem,hasled,ineffect,toECTSbecomingincreasinglyseenasthepredominantEuropeancreditpointsysteminitsownright.Infact,atthe2003BerlinconferenceconnectedtotheBolognaprocess,theMinistersoftheparticipatingcountriesdeclaredthattheywould: encourage further progress with the goal that the ECTS become not only a transfer but also
an accumulation system, to be applied consistently as it develops within the European High-
er Education Area.7
6 Seehttp://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf.
7 “Realising the European Higher Education Area”, Conference of Ministers responsible for Higher Education in Berlin on 19
September2003,p.5.
10
Inthispublicationallexampleswillbegiveninrelationtoa60-pointsystem;nevertheless,itremainsthecasethatcountriesarefreetousetheirownsystems,solongastheyarecompatiblewithECTS(e.g.theUK’s120-pointsystemconvertseasilytoECTSbydividingcreditvaluesby2).
2.3 Basic features of a credit point system
2.3.1 WhendevisingacreditpointsystemthatisECTS-compatible,itisessentialtokeepsomebasicfea-turesinmind:• Thecentral conceptofanycreditpoint system isworkload.Thiscanbedefinedas “the total
volumeofstudyexpectedfromanaveragestudent,measuredintime-units”.Thismeansthatallthestudy-relatedactivitiesofastudentcount,andallactivitiescountequally–onejustaddsto-getherallthehoursastudentisexpectedtowork.Forexample:astudenttakesa10-weekcourseofmusichistory.Duringthefirsteightweeks,heorsheattendstwolessonsaweekof2hourseachandisexpectedtoreadliteratureandstudyindependentlyfor4hoursaweek.Intheninthweek,heorsheisexpectedtopreparefortwodaysforanexamination–16hoursintotal.Inthetenthweektheexaminationitselftakesplace,lasting2hours.Thetotalworkloadofthiscoursewouldthereforebe82hours:
16(8x2)lessonsof2hours 32hours
8x4hoursreading/studyindependently 32hours
16hourspreparationofexamination 16hours
2hoursexamination 2hours
Total 82hours
Note that there is no direct relationship between the contact time between the student and teacherontheonehandandtheworkload/creditpointsontheotherhand.Creditpointsystemsinprinciplejustmeasuretime,notthewaythetimeisspent.Twosubjectswiththesameamountofcontacttimemaybeallottedquitedifferentamountsofcreditpoints,dependingontheamountofindependentstudyexpected.
• Thetotalvolumeofstudyperyearmaydifferfromcountrytocountryandfrominstitutiontoinsti-tution.Forexample:ifthetotalvolumeofstudyperyearequals60creditsandthetotalamountofstudyperyearexpectedfromanaveragestudentis42weeks,eachof40hours,60creditswouldequal1680(42x40)hours.If,however,astudy-yearconsistsofonly30weeks,eachof40hours,60creditswouldequal1200(30x40)hours.IntheECTSUsers’Guideitisstatedthat“thestudentworkloadofafull-timestudyprogrammeinEuropeamountsinmostcasestoaround1500-1800hoursperyearandinthosecasesonecreditstandsforaround25to30workinghours”(Formoreremarksonthistopic,seeparagraph3.6.).
• Thebasicunitofmeasurement,thecreditpoint,isthereforenotabsolutebutrelativebecauseitdependsonthetotalvolumeofstudyperyearexpectedfromtheaveragestudent.Forexample:if60creditsequal1680(42x40)hours,onecreditequals28(1680dividedby60)hoursofwork.However,inacasewhere60creditsequal1200(30x40)hours,thenonecreditwouldequal20
11
12 13
hours.Amusichistorycoursewithatotalvolumeofstudyof82hourswould,inthefirstcase,equalapproximately3creditpoints(3x28=84hours);inthesecondcase,itwouldequalap-proximately4creditpoints(4x20=80hours).Thusitcanbeseenthatcreditpointsfunctiononlyasarelativeindicatorofthequantitativeimportanceofindividualsubjectscomparedtothetotalvolumeofstudyperyear.
• Ifastudyyearissubdividedintoequalparts,thetotalamountofcreditpointswillbesubdividedintoequalpartsaswell.Ifastudyyearconsistsoftwoequalsemesters,eachsemestercorre-spondsto30credits;iftheyearisdividedintothreeequalterms,eachtermstandsfor20credits,etc.Generallyspeaking,thedivisionoftheyearintotwosemestersseemstobebecomingthenormforhighermusiceducation,especiallygiventhefactthatinternationalexchangeinhighermusiceducationoftentakesplaceforperiodsofhalfayear.
• Whendefiningstudentworkloadonehastokeepinmindanaveragestudent.Theaveragestu-dentisnotexceptionallygifted;heorsheisnotsomekindof‘ideal’student.Norisheorshenecessarilyaweakstudent–averageisnotthesameasmediocre.Thissameaveragestudentisalsonotnecessarilythekindofstudentwhomostcloselyresemblesthestaffofyourinstitutionwhentheywerestudents–itmightwellbethatcurrentstaffrepresentanabove-averageselec-tion!Theaveragestudentisthestudentwho,withoutmuchtroubleandwithanormalworkpat-tern,willbeabletopasshisorherexamssatisfactorily.Suchastudentshouldmeritadiplomaattheendofhisorherstudiesinsuchawaythattheinstitutionwouldhavenoproblematallinacknowledgingthemasaformerstudent.Theconcept“average”thereforeishighlydependentonthestandardstheinstitutionitselfsets,attheendofstudies(finalexaminations)aswellasatthebeginning(entranceexaminations).Theconceptof“average”isexplicitlymeanttobetheaveragetheinstitutionsets,nota“Europeanaverage”orevena“nationalaverage”–unless,ofcourse,theinstituteitselfdecidesotherwise.
• Whenawardingcreditpointstoastudentonehastobearinmindthat,althoughthereisadirectrelationshipbetween the total volumeofstudy foracertainsubjectand theamountofcreditpointsconnectedtothatsubject,itisnotenoughthatastudentcanproveheorshehasactuallystudiedfortheindicatedamountoftimeforthecreditpointstobegranted.Thequestionisnotsomuchwhetherornotanindividualstudenthasinvestedtheindicatedamountoftime(theindicat-edamountoftimeisattachedtotheconceptoftheaveragestudent,andnoindividualstudentisaverage…)thequestioniswhetherornotheorshehasattainedthefinallevelexpected.Inotherwords,awardingornotawardingastudentthecreditpointsassociatedwithacertainsubjectisapass/fail-indicator.Astudentwhopassesamusichistoryexaminationbuthasonlyspenthalfoftheindicatedtimestudyingthesubjectisstillawardedalltheassociatedcreditpoints;astudentwhofailstheexaminationbuthasspentdoubletheamountoftimeindicatedisnotawardedanycreditpointsatall.
• Thereisnorelationbetweenawardingcreditpointsandastudent’slevelofsuccess,otherthanthepass/fail-indicationmentionedabove.Astudentwhojustpassesamusichistoryexaminationwiththeminimummarksrequiredandastudentwhopassesthesameexaminationbrilliantlyareeachawardedthesamenumberofcreditpoints.Thedifferenceinlevelofachievementcanbeindicatedbythegradesconnectedtotheexamination,butnotinthenumberofcreditpointsawarded.
12 13
2.4 Advantages and disadvantages of credit point systems
2.4.1 Formanypeople,theintroductionofacreditpointsystemmayseemalessthanexcitingenterprise–perhapsevenaratherboringone.Forsome,itmayevenseemtoposeathreattothecharacterofhighermusiceducation.Highermusiceducationisfirmlyrootedinideasaboutartisticlevel–ideassharedbytheinternationalcommunityofprofessionalmusicians.Theintroductionofaseeminglypurelyadministrativeandratherbureaucraticcreditpointsystemmaybefeltasbeinginconflictwiththeessenceofhighermusiceducation,whichmustalwaysbethenurturingofmusicianshiptothehighestlevel.
2.4.2Thereareindeedsomedangersassociatedwiththeintroductionofacreditpointsystem.Ifacreditpointsystemispresentedasamechanismbywhichitispossibletocapturetheessenceofanytypeofeducation,letalonehighermusiceducationwithallitspeculiarities,manyofthoseinvolvedwillbedisappointedandmaypossiblyturnagainstthesystem.Theywillfindnoshortageofargumentstocombatit:forinstance,theymayarguethatitisimpossibletodefinethecharacteristicsofthe“averagestudent”,ortheymaywellfeelthatacreditpointsystemingeneralimposesyetmorebu-reaucracyuponinstitutions.
2.4.3Bothargumentsmayhaveanelementoftruth,buttheyarenotargumentsagainstthesystemperse;theyareconnectedtoanimplicitcost-benefitanalysisthatpresumesthatacreditpoint-systemis,initself,ameansofmakinganintegraldescriptionofhighermusiceducation.Itisnot.Itisonlyameanstomakeexplicittheaverageworkloadpersubjectinthecurriculum.Introducing,andthenoperating,thesystemcostsadministrativeeffort.Thisshouldalwaysbemadeclearfromthebegin-ning,andshouldbepresentedalongsidetheadvantagesacreditpointsystemmayoffer,suchasthefollowing:• Acreditpointsystemmaygiveinsightintotheinternalstructureofthecurriculumasawhole.It
highlightshowmanysubjectsthestudentissupposedtopursueatacertaintime,howsubjectsfolloweachotherandhowintegratedorfragmentedacurriculumis.Italsomakesclearthatcur-riculumchangeneedstobeaboutreplacingoldsubjectsbynew,notjustaboutaddingsubjectstoacurriculum–andthereforethatitiscrucialtoconductadebate,notonlyaboutwhyoneshouldaddtoacurriculumbutalsoaboutwhysomethingsshoulddisappearfromacurriculum.
• Morespecifically,acreditpointsystemgivesinsightintotheamountoftimespentbystudentsondifferentsubjects.Acreditpointsystemthereforeencouragesustorecognisewhatwe,asteach-ersinourinstitutions,demandfromstudents.Asaresult,itturnsourattentionfromteachingtolearning.Inthisway,itmayfunctionasatoolforestablishingagreementbetweentheinstitution,teacherandstudent:theinstitutiontellseachteacher,bymeansofitscreditpointsystem,howmuchtimeheorshecanexpecttheaveragestudenttospendonaparticularsubject,thusendingthestruggleamongteachersfortheirstudents’time.Ontheotherhand,italsotellsthestudenthowmuchstudytimeheorsheisexpectedtodevote,onaverage,toaparticularsubject.
14 15
• Notonlydoesacreditpointsystemtellussomethingaboutabsolutestudy time; italso tellsussomething(althoughnoteverything)abouttheimportanceofthedifferentsubjectsinacur-riculumandabouttheirrelativeweight.Althoughthereisnodirectrelationshiphere,thereisanindirectone,putforwardexcellentlybyHaraldJørgensen:
[Q]ualitativeaspectsoflearningarerelatedtotimeaspectsandeffortonbehalfofthelearner,and…adiscussionofqualityisabortivewithoutaconsiderationofhowmuchtimethelearnerisallowedtoinvestinhislearningproject.Inaninstitutionwherebothstudentsandteachershaveabiographywithahighquantityofworkontheirmajorinstrument,thistypeofargumentis,forthemostpart,readilyunderstood.8
• Finally,acreditpointsystemmakesiteasier(butstillnotentirelystraightforward-moreonthatinchapter4)tocomparecurriculafromdifferentinstitutionsandtofacilitateexchange,withinonecountryorbetweencountries.
8 ReportAECAnnualCongress2002,pages17-18.Thisreportcanbedownloadedatwww.aecinfo.org/previouscongresses.
14 15
3. How to BuIld A CredIt poInt system
Thischaptercontainsa“do-it-yourself”kitforbuildingacreditpointsystem,suggestingdifferentlogical steps and various alternatives. In fact, it explains three different strategies for building acreditpointsystem:onebasedonrelativeimportance,oneonabsoluteworkload,andoneoncontacttime.Thechapterwillendbypointingoutsomemorespecificproblemswithcreditpointsystemsinhighermusiceducation.
InChapter2thefollowingtopicswerediscussed:- ashortdefinitionofacreditpointsystem- somehistoricalaspectsofcreditpointsystems- adescriptionofthebasicfeatures,advantagesanddisadvantagesofcreditpointsystems
InChapter4youwillfind:- remarksonthewidercontextofcreditpointsystems:theirrelationtocurriculumdevelopment, internationalisationandqualityassurance.
3.1 From relative importance to credit points
3.1.1 Thefirstwaytodeviseacreditpointsystemisbytranslatingthe“relativeimportance”ofdifferentsubjectswithinthecurriculumintocreditpoints.Basically,onedoesthefollowing:• definehowimportantthedifferent(groupsof)subjectsinacurriculumareincomparisontoeach
other;• expressthisscaleofrelativeimportanceinpercentages;• translatethesepercentagesintocreditpoints;• workfromgreaterunits(groupsofsubjects)tosmallerunits(individualsubjects).
3.1.2 Suppose,forexample,youofferacurriculumwiththreemaingroupsofsubjects.Onegroupis“MainStudy”,onegroupis“Theory”andonegroupis“SecondaryPracticalSubjects”.Eachgroupissub-dividedintoseparatesubjects.Thegroup“Theory”issubdividedintothesubjects“AuralTraining”,“GeneralMusicTheory”and“Harmony”.
3.1.3 Thefirstthingyoudoistoaskyourselfhowyouwoulddefinetherelativeimportanceofthedifferentgroups.YoumightcomeupwiththeanswerthattheMainStudygroupshouldcountforhalfofthetotalimportanceoftheyear,whiletheothertwogroupscounttogetherfortheotherhalf,butwiththeTheorygrouphavingslightlymoreimportancethantheSecondaryPracticalSubjectsgroup.
3.1.4 Inpercentagesthiscouldmean:MainStudy50%,Theory30%,SecondaryPracticalSubjects20%.Withatotalof60creditsperyear,thiswouldmean:
16 17
Groupofsubjects Percentages Credits
MainStudy 50% 30
Theory 30% 18
SecondaryPracticalSubjects 20% 12
3.1.5 Thenextstepwouldbeasubdivisionwithinthegroups.Inourexample,wecouldsubdividetheThe-orygroupbystatingthatwithinTheory,AuralTrainingisbyfarthemostimportantsubject,HarmonyandCounterpointareequallyimportantbutlessimportantthenAuralTraining,andGeneralMusicTheoryistheleastimportant.Inpercentagesandcreditpointsthiscouldbetranslatedas:
Group:Theory Percentages Credits(total=18!!)
AuralTraining 50% 9
Harmony 20% 3.6
Counterpoint 20% 3.6
GeneralMusicTheory 10% 1.8
3.1.6 Wecouldthanmaketwomoredecisions.Thefirstonecouldbeonlytoworkwithwholecreditpoints.Inthatcase,wewouldprobablygiveGeneralMusicTheory2credits,andwouldhavetodecidewheth-erHarmonywouldget4creditsandCounterpoint3creditsortheotherwayaround.WemightthinkthatHarmonyisslightlymoreimportantthanCounterpoint,soHarmonywouldgetthe4credits,andwewouldendupthus:
Group:Theory Percentages Credits
AuralTraining 50 9
Harmony 20 4
Counterpoint 20 3
GeneralMusicTheory 10 2
3.1.7 Theseconddecisionwecouldtakeisthatwewoulddividetheyearintotwoequalsemesters.Againwewouldhavetomakedecisionsonsubdividing:Counterpointtakes3credits,dividedovertwose-mesters,thiswouldresultin2x1.5butwewantedtoworkonlywithwholecredits.Inthatcase,weshoulddecideona2-1ora1-2distribution.Thechoiceisarbitrary,aslongasweendupwith30cred-itspersemester–ourdeparturepointwasthatthesemestersareequal!Wemightendupthus:
16 17
Semester1 Semester2
MainSubject 15 15
Theory
-AuralTraining 4 5
-Harmony 2 2
-Counterpoint 2 1
-GeneralMusicTheory 1 1
SecondaryPracticalSubjects 6 6
Total 30 30
3.1.8 Theadvantageof thissystemis itssimplicity. It iseasy tobuildacreditpointsystemthisway, itdoesn’ttaketoomucheffort,anditgivesinsightintowhatweconsidermoreimportantinacurricu-lumandwhatweconsiderlessimportant.However,italsohassomedisadvantages.Thebiggestoneisprobablythatcreditpointsinthissystemarenotexplicitlyattachedtoworkload.Creditpointsdonotofferanyinsightintotherealworkloadoftheaveragestudent;theyonlytellustherelativeimportanceattachedtoeachsubject.Inthissystem,creditpointscannotbeusedforseveralofthegoalsweidentifiedinChapter2.Forexample,creditpointscannotserveasareal“contract”betweentheteacher,thestudentandtheinstitution;norcantheygiveinsightintothepossibleoverloadingofstudents.
3.1.9 Anotherproblematicaspectofthiswayofoperatingisthattheresultmaydependverymuchonthedeviserofthesystem.Whatarethecriteriausedtodetermine“importance”?Whosetsthecriteria,whodetermines the importance?Arewe talkingabout therelative importanceof thesubject forfutureprofessionalpractice, importance in termsof theestimatedamountofhoursofstudypersemester,importanceintermsoftheacademicesteemofthesubject(orintermsoftheacademicesteemoftheteacher)?Orarewetalkingaboutsomethingelseagain?And,inanycase,whodefinestheimportance:theteacher,thestudent,theinstitution’smanagement?Itmaybewisetothinkthisoverbeforehandandtobeveryclearaboutthesestartingpoints, inordertoensurethattheveryfoundationsofthecreditpointsystemarenotshaky.
3.2 From absolute workload to credit points
3.2.1 Asecondwaytodeviseacreditpointsystemistomakeanexactmeasurementoftheworkloadpersubject for theaveragestudent,and then to translate thedifferentnumbersofhours intocreditpoints.Theprocedureisasfollows:• definehowmanyhours’worktheaveragestudentissupposedtodevotetoeverysubject;• calculatethetotalworkloadperyearinhours(seetheremarksinparagraph3.6);• calculatethenumberofcreditpointspersubject.
18 19
Inthisprocedureonedoesnotwork“topdown”,frombiggertosmallerunits,but“bottomup”,be-ginningwithindividualsubjectsandbuildingupthetotalworkloadfromthese.
3.2.2 Suppose,forexample,thecurriculumyouteachconsistsofthefollowingsubjects:• MainStudy:violin;• Theory:auraltraining;harmony;counterpoint,generalmusictheory;• SecondaryPracticalSubjects:piano;choirsinging.
Foreverysubject in thecurriculum, youdetermine theamountofhours youexpect theaveragestudenttostudy.Thisincludes:contacttimefortheactuallessons,independentstudytime,timeforprojectsandotherspecialactivities,timetopreparefortheexamination,timefortheexaminationitself.
3.2.3Letussaythat,inthisexample,onesemesterconsistsofsixteenweeksofteachingfollowedbytwoweeksofexaminations.Inthisexample,wewillconsiderthefirstsemesteronly,sothetotalamountofcreditpointstobegiventothetotalworkloadis30credits.Forthevarioussubjects,theworkloadcouldlooklikethis:
violin:• contacttime:16teachingweeksx1.5hours=24hours• selfstudytime:4hoursadayfor4daysaweekinthe16teachingweeksofthesemesterplus2
hoursadayforonedayperweek(thedayonwhichthelessontakesplace)alsofor16weeks:(4x4x16)+(1x2x16)=288hours
• timeforspecialprojectsandactivities:oneconcertof1hour,8hourspreparation:9hours• examinationtime:1hour• preparationtimeforexamination:8hours• total: 330 hours
aural training:• contacttime:16teachingweeksx1hour=16hours• selfstudytime:18weeks(practicegoesoninexaminationweeks)x4daysperweek(nopractice
takesplaceonthedaythelessontakesplace)x1hour=72hours• timeforspecialprojectsandactivities(excursionstoorchestrasandensembles):4hours• examinationtime:1hour• preparationtimeforexamination:0hours(butnormalpracticegoesoninexaminationweeks;
seeabove)• total: 93 hours
harmony: • contacttime:16teachingweeksx2hours=32hours• selfstudytime:16weeksx3hoursperweek=48hours
18 19
• timeforspecialprojectsandactivities:0hours• examinationtime:2hours• preparationtimeforexamination:20hours• total: 102 hours
counterpoint:• contacttime:16teachingweeksx2hours=32hours• selfstudytime:16teachingweeksx2hours=32hours• timeforspecialprojectsandactivities:0hours• examinationtime:2hours• preparationtimeforexamination:20hours• total: 86 hours
general music theory:• contacttime:16teachingweeksx2hours=32hours• selfstudytime:16teachingweeksx4days(nopracticeonthedayoftheweeklylesson)x1hour
=64hours• timeforspecialprojectsandactivities:0hours• examinationtime:2hours• preparationtimeforexamination:4hours• total: 102 hours
piano:• contacttime:16teachingweeksx1hour=16hours• selfstudytime:16teachingweeksx4daysx2hoursplus16teachingweeksx1dayx1hour(on
thedayoftheweeklylessonthestudentpractisesless)=144hours• timeforspecialprojectsandactivities:0hours• examinationtime:1hour• preparationtimeforexamination:20hours• total: 181 hours
choir singing:• contacttime:16teachingweeksx2hours=32hours• selfstudytime:0hours• timeforspecialprojectsandactivities(variousconcerts):8hours• examinationtime:0hours• preparationtimeforexamination:0hours• total: 40 hours
20 21
Thetotalamountofhoursofwork,theworkload,ofthissemesteris934hours.Thisequals30cred-its,onecreditthereforestandsfor934:30=31hours.Thetotalofcreditsforthissemesterwouldthenbeasfollows:
totalhours/
semester
Credits Creditswholepoints
Violin 330 10.6 11
Auraltraining 93 3.0 3
Harmony 102 3.3 3
Counterpoint 86 2.7 3
Generalmusictheory 102 3.3 3
Piano 181 5.8 6
Choirsinging 40 1.3 1
Total 934 30 30
3.2.4Thereareseveralwaysofdefiningtheexactworkloadtheaveragestudentshouldspendonthevari-oussubjects.Oneistomeasureitbyaskingstudentstodotime-recordingexercisesoveracertainperiodoftimeinordertofindouthowmuchtimetheyreallyspendonthesubjects.Themorestu-dentsandthelongertheperiod,themoreeffortthistakesbutthemorereliabletheoutcomeswillbe.Anotherwayisnottomeasure,buttoaskstudentshowmuchtimetheythinktheydevotetothevarioussubjectand,ifpossible,combinethiswithquestionstoteachersinordertogetagoodinsightintotheestimatedandexpectedworkload.Inthiscase,too,theaveragesbecomemorereliablethemorestudentsandteachersyouask.Theadvantageofthissystemisitsprecision.Itisbasedonmore-or-lessexactmeasurementsandcontainsadirectcorrelationwithworkload–thatis,withtheactualhoursastudentisexpectedtowork.Itcanthereforebeapowerfulinstrumentinthemanagementoftheexpectationsofstudentsandteachersalike.
3.2.5Thestrengthofthesystemmayalsobeitsweakness.Theapparentprecisionofthemeasurementsunderlyingthesystemgivestheimpressionthatitisanexactdescriptionofreallife.Weareofcourseonlytalkingaboutrelativeprecision:wemustneverforgetwearetalkingaboutthe“averagestu-dent”.Ifthissystemisnotclearlypresentedasawell-foundedbutstillonlyrelativesystem,itmaygiverisetoendlessbureaucraticandquasi-legaldiscussions.Anotherdisadvantageofthissystemisthatitistime-consuming.Goodpreparation,andawillingnessonthepartofthosewhoarecreatingthesystemtospendalotoftimeonit,arepre-requisitesforitssuccess.Itisespeciallyimportanttobeawarethat,althoughfollowingwell-definedmeasurementproceduresmayseemobjective(or,viewednegatively,formulaicandbureaucratic)theseproceduresdonottakedecisionsoutofyourhands.Everybodyinvolvedmustbeclearaboutthissoastoavoidconfusionand disappointment. Once the “measuring” is done, someone has to decide whether the resultsareacceptableandwhetherornotadjustmentshavetobemade.Quiteoften,onfirsttakingthese
20 21
measurements,youmayfindthattheactualcurriculumonofferleadstoaratherhigh(sometimesanincrediblyhigh)expectedstudentworkload.Indeed,thismayexplainyourteachers’complaintsabouttheirstudents’tendencytochoosestrategicallywheretoplacetheirtimeandeffortamongtheelementsofthecurriculum.Inthatcase,decisionshavetobemade.Thesystemdoesnotdecideforyou.
3.2.6 Theexamplewegaveaboveleadstoayearlyworkloadof1868hoursandaworkweekofabout52hours(1868hoursspreadover36weeks),whichlieswellabovethemaximumamountofhourssug-gestedontheECTS-website.Andeveninthisexamplesomemaythinkthattheworkinghoursex-pectedfromastudentinhighermusiceducationwere,ifanything,underestimated.Moreover,thesecalculationsdonottakeintoaccountthefactthatmanyofuswouldexpectastudent,atleastinhisorherMainStudyarea,tostudynotforfivebutforsixorsevendaysaweek,andnotfor36butfor46oreven50weeksayear!Sowemighthaveendedupwithevenhigheramountsofworkinghours.Goingoutsidetherecommendedrangesisnot“forbidden”byECTS.Nevertheless,theexerciseofcalculat-inghoursmaygiveusgreaterinsightintotheenormousamountofworkweexpectfromstudentsandmayevenforceustoconsiderhowrealistic-orunrealistic-someofourexpectationsare.
3.2.7 Afterusinganapproachsuchasthisfordevisingacreditpointsystem,wemay,inanycase,expecttheretobesomeseriousdiscussionswithintheinstitutionaboutwhattheimplicationsareandwhatsortofdecisionsneedtobemade.Onemustbepreparedforthat.Butifadepartmentisveryclearaboutitsexpectations,bothfromstudentsandfromitsteachers,andifco-operationbetweenman-agement,teachersandstudentsisgood,thesystemcandeliverexcellentresults.
3.3 From contact time to credit points
3.3.1 Thethirdwaytodevelopacreditpointsystemisadirecttranslationofthecontacthoursbetweenstudentandteacherintocreditpoints.Forexample,inagivensemesterastudentmayspendthefollowingtimesperweekactuallyinlessons:
• Violin,120minutes;• Auraltraining:60minutes;• Harmony,60minutes;• Counterpoint,90minutes;• Generalmusictheory,120minutes;• Piano,30minutes;• Choir,90minutes.
Thetotalamountoflessonsthisstudentreceivesinthissemesteris570minutes(9.5hours)perweek. As a semester contains 30 credits, every credit stands for 19 minutes (570 divided by 30).Therefore,thetotalamountofcreditspersubjectwouldbeasfollows:
22 23
Subject Contacttime(minutes) Credits Creditswholepoints
Violin 120 6.3 6
Auraltraining 60 3.2 3
Harmony 60 3.2 3
Counterpoint 90 4.7 5
GeneralMusicTheory 120 6.3 6
Piano 30 1.6 2
Choir 90 4.7 5
Total 570 29.9 30
3.3.2Atfirst,thisprocedureseemstoleadinevitablytoinappropriateresults.Intheexamplegiven,theMainStudy(violin)isawardedthesamenumberofcreditpointsasistheGeneralMusicTheoryles-son.This iscontradictsour intuitivesenseoftheirrelative importance;anyoneworkinginhighermusiceducationwouldprobablyagreethat,fromtheviewpointofrelativeimportanceaswellasfromtheviewpointofabsoluteworkload,theMainStudyshouldgetfarmorecredits.
3.3.3Thesystemcanberefined,however,leadingtomorerealisticresults.Therefinementthatcanbeintroducedisnottoworkwithcontacttimealone,buttousetheconceptof“individualcontacttime”-theamountofcontacttimedividedbythenumberofstudentsamongwhomthecontacttimeisshared.Thepresumptionunderlying thisconcept is that themore importantasubject, themoreindividualattentionastudentwillgetfromteachers.
3.3.4Supposingthenumberofstudentsineachlessonwereasfollows:
• Violin,120minutes,individuallesson=120minutesindividualcontacttime;• Generalmusictheory,120minutes,groupof20students=6minutesindividualcontacttime;• Auraltraining:60minutes,groupof6students=10minutesindividualcontacttime;• Harmony,60minutes,groupof10students=6minutesindividualcontacttime;• Counterpoint:90minutes,groupof10students=9minutesindividualcontacttime;• Piano,30minutes,individuallesson=30minutesindividualcontacttime;• Choir:90minutes,groupof45students=2minutesindividualcontacttime.
Thetotalamountofindividualcontacttimeis183minutesthat,acrossthesemester,correspondsto30credits.Onecreditthereforeequals6.1minutesofindividualcontacttime.Thetotalamountofcreditscanthenbedistributedasfollows:
Subject Individualcontacttime
(minutes)
Credits Creditswholepoints
Violin 120 19.7 19(20?)
GeneralMusicTheory 6 1.0 1
22 23
Auraltraining 10 1.6 2(1?)
Harmony 6 1.0 1
Counterpoint 9 1.5 1(2?)
Piano 30 4.9 5
Choir 2 0.3 1(0?)1
Total 183 30 30
3.3.5Thisprocedurehasthebenefitsofbeingsimpleandobjective.Thereisnoscopeforargumentoveranyofthecreditallocationsmade,andnoadditionalmeasurementsneedbeundertakenbeyondthelessontimes.Thecreditpointsystemisjustastraightforwardmathematicalexpressionofthelessontimesastudentreceivesdividedbythenumberofstudentsparticipating.
3.3.6Ofcoursethemajordrawbackliesinthefactthatthissystemhasnoexplicitrelationeitherwiththerelativeimportanceofsubjectsorwiththeactualworkloadofthestudents(inthatitignoreshowmuchtimetheyareexpectedtospendonasubjectinbetweenthelessons).IntheECTSUsers’Guidethisprocedureisthereforeexplicitlypointedoutasa“wrongway”ofallocatingcredits.Inourview,itmayhoweverhasitsuse,aswillbecomeclearinthenextparagraph.
3.4 which system to choose?
3.4.1 Whichofthethreesystemsofferedshouldbeused?Ofcoursethisdependsonyoursituation.Letuscomparethecharacteristicsofthethreesystemsonsomepoints:
RelativeWorkLoad AbsoluteWorkload Contacttime
Timeneeded Moderate High Low
Manpowerneeded Lowtomoderate High Low
PartiesinvolvedindesigningManagement;
possiblyteachingstaffManagement,
teachingstaff,studentsManagement
Ifthereisgreattimepressure,itiswisetouseeitherastrategybasedonthedirecttranslationofcontacthoursorastrategybasedontherelativeimportanceofsubjects.If,however,thereissuf-ficienttime,onemightconsiderdesigningasystembasedonrealworkloadmeasurements.
3.4.2Formanyinstitutions,itmaybeagoodideatocombinedifferentstrategiesinadevelopmentalwayacrossafewyears.Itmaybehardtostartwithasystembasedonrealworkloadwhenthereisnoexperiencewithcreditpointsystems.Therefore,youmightconsiderstartingbydesigningaroughoutlineofacreditpointsystemonthebasisofcontacttime,andthen,inadiscussionwithstaff,andpossiblywiththehelpofstudentsaswell,refiningittoreflecttheinstitution’sviewoftherelativeimportanceofsubjects.Oncethishasledtoanacceptablecreditpointsystem,thesystemmightbeusedforayearortwoandthenbefurtherrefinedonthebasisofactualmeasurementsofstudent
24 25
workloadandreconcilingthiswiththestudentworkloadexpectedbyteachers.Gradually,amoreac-curatecreditpointsystemmightbegrownwithintheinstitutioninthisway.
3.5 specific problems in credit point systems
3.5.1 Therearemanyproblemsthatwillbeencounteredonceyouareworkingwithacreditpointsystem.Everyproblemdemandsitsownsolution.Thefollowingsixproblemsareprobablythosemostfre-quentlyencountered.
3.5.2 Yearly workloadIntheexampleinparagraph3.2wehavealreadypointedoutthatinhighermusiceducation,theaver-ageworkloadperyearthatissuggestedontheECTS-website(letaloneintheTuning-project–seeparagraph2.3)oftendoesnotcorrespondtothespecialtraditionsandexpectationsofourdiscipline.Thereasonsare:• often,especiallyforthemainsubject,thelearningyearisnotconfinedto36or40weeks;the
internationalprofessionalmusiccommunitywouldprobablyexpectastudentmusiciantoworkforatleast46weeksperyear;
• especiallyforthemainsubjectbutalsoforotherpracticalsubjects,thelearningweekisnotre-strictedtofivedays;againtheprofessionalcommunitywouldexpectastudenttopractiseforatleastsix,ifnotseven,daysaweek.
3.5.3 Therearenodefinitivesolutionstothisproblem;neitherarethereinternationalregulations.Insomecountries,institutionsofhighermusiceducationmaybeforcedtoadoptfigureswhicharepartoflawsorregulationsforhighereducationingeneral;intheNetherlands,forexample,allconserva-toiresaresupposedtoworkwithayearthatconsistsof42weeksof40hours’work,thusleadingtocreditsof28hoursofworkloadandtheassumptionthateverystudenthas10weeksofholidayperyearinwhichheorshedoesnotstudyor,atleast,inwhichhisorherworkisnotconsideredrelevanttotheformalprogrammeofstudy.Inothercountries,highermusiceducationmaybefreer,butitisstilldesirabletohavesomekindofconsistency.
3.5.4Ifinternationalcomparability,atleastattheEuropeanlevel,istobeattained,atsomestagetherewillneedtobeagreementonthisissue.Thefollowingmodestandpracticalsuggestionmightbeawayofproceeding:• acknowledgethefactthatmusiciansaresupposedtomaintaintheirpracticalskillsthroughout
thedaysoftheweekandthroughouttheweeksoftheyear;• countasstudyweeksforthepurposesofcreditweightingonlythoseweeksastudentspendsin
formalstudy,fromthebeginningofastudyperiod(usuallyasemester,buttermsorwholeyearscanalsobeunitsofmeasurement)untiltheexaminationattheendofthatstudyperiod;
• countastheamountofworkastudentissupposedtoundertakeperweekanumberofhoursthatisinsomewayconnectedtothegeneralregulationsconcerningthemaximumamountofworkinghoursperweekinthecountryunderconsideration.
24 25
3.5.5 If these suggestions were followed, it is unlikely that, across Europe as a whole, the differenceswouldbeparticularly large–andmodestdifferencesshouldbenoproblem,consideringthe factthat,underthetermsoftheBolognaDeclaration,thereisexplicitrespectforthediverseeducationaltraditionsofeachcountry.
3.5.6Ofcoursethereisanotherreasonwhytheyearlyworkloadofastudentinaparticularhighermusiceducationinstitutionmightturnouttobeveryhigh:anoverloadedcurriculumandunrealisticexpec-tationsofthestudents’workingethos.Inthatcase,curriculumreformistheonlysolutionbutthecreditpointsystemhasnotcreatedtheproblem,merelybroughtittolight.
3.5.7 IntheECTSUsers’Guide,oneexceptionisgiventotherulethattheacademicyearcounts60credits.Theguideseemstorefertothoseprogrammesthatforexamplerequireafullyearofstudies–52weeks,includingthesummerholiday.Thistypeofprogrammeisfoundforexampleinintensiveone-yearMaster-programmes.
3.5.8 project weeks Inhighermusiceducation,thebasicstructureofteachingismostoftenaweeklypatternoflessons
deliveredoveraperiodoftime.However,thispatternisveryoftenalternatedwithprojectweeks,examinationweeks,etc.Whenoneseekstooperatewithadirectrelationbetweenworkloadandcreditpoints,projectweekscanaffectthecreditpointsallottedtosubjects.Forexample,inHollandonecreditstandsfor28hoursofwork.Bylaw,thestudyyearconsistsof42weeks,eachcontaining40hours,fortheaveragestudent.Thismeansthat,intheory,1creditpointcorrespondstoabout0.7hoursofstudyperweek:42minutes.
3.5.9Inpracticehowever,thesituationmaybedifferent.Forexample,letusimagineacertaininstitutionwhere3ofthe42weeksarenotusedforformallearningatallbecausetheyhavetobeusedformeetingswhereteacherstalkaboutstudents’progress.Addedtothat,thereare4differentprojectweekswithdifferentguestteachers.Inthisinstitution,therefore,thereareactuallyonly35regularlessonweeks.Thismeansthat,sinceaswehaveseen,onecreditpointstandsfor28hoursofwork,soperweekthisis28dividedby35=0.8hoursofstudy:48minutes.Ifaregulartaughtsubjectgets4creditpoints,thismeanstheaveragestudentshouldstudy4x48minutes=3hoursand12minutes,andnot4x42minutes=2hoursand42minutes.Adifferenceofhalfanhourperweek!
3.5.10Ofcourseifcalculationssuchasthisarecarriedtoofartheyleadusintotherealmsofadvancedmathematicsandbeyondthelevelsofcomprehensionofanyoneapartfromspecialistswithcalcula-tors.Itisprobablynotagoodideatotroubleeveryonewithinaninstitutionwithalltheseintricacies.Butespeciallyinthedesignphaseofacreditpointsystem,factorsliketheseneedtobetakenintoaccount.Ifyourinstitutionispreparingtoestablishacreditpointsystemthatislinkedtoabsoluteworkload,itmaythereforebewisetoexplainbeforehandwhattheexactrelationisbetweencreditpointsandworkload,howmayhoursofworkare representedbyonecreditpoint,andwhat thismeansforstudents’weeklystudypattern.
26 27
3.5.11 optional subjects Optionalsubjectsinacurriculummaybecomeaproblem.Oneshouldkeepinmindthattheoverall
amountof60creditsstandsforthetotalworkloadperyearastudentisobligedtofulfil.Itthereforefollowsthattherearebasicallytwowaysoftreatingoptionalsubjects.Ifastudentisobligedtotakeacertainnumberofoptionalsubjects,theyformanintrinsicpartoftheworkloadheorsheisobligedtofulfil.Theyshouldberegardedaspartoftheregularcurriculumandshouldhavecreditsallocatedtothem.Ifastudentmaytakeoptionalsubjectsbutdoesnothaveto,theyarenotpartofthetotalworkloadthestudentisrequiredtofulfil(heorshemaydowithoutthemandstillmeetthedemandsthathavebeensetforcompletingthecourse).Underthesecircumstancesoptionalsubjectsmaybeleftoutoftheregularcreditpointsystem(but,ofcourse,theymaybementionedonthediplomasupplementas“extrasubjects”).
3.5.12 differentiation Differentiationwithinaprogrammemaybeproblematic.Forexample,aparticularinstitutionmay
offeratrainingprogrammeinclassicalmusicwith26differentMainStudyinstrumenttypes.Therequiredstudytimeperinstrumentmayvary(apianistcan–indeed,probablymust-studymorehoursperdaythanatrumpetplayer)and,accordingtotheinstrumentbeingstudied,differentsub-jectsmaybeaddedtoorleftoutofthecurriculum.Theinstitutionneedstodecidewhetheritdesigns26differentcurriculawith26differentcreditpointtables(whichleadstomoreaccuratecreditpointtablesbutalsotomuchmoreworkandpaperwork)orwhetheritdesignsonlyonecreditpointtableforall26instrumentswithintheprogramme(whichkeepstheprocesssimplebutalsomoregener-alisedandlessprecise).Thenagain,theinstitutionmaytakeanintermediatepositionanddeterminealimitedamountofgroupsofinstrumentswherealltheinstrumentsinagivengroupcanbetreatedthesameway.
3.5.13 Inpractice,differentiationbyinstrumentcanleadtoacurioussideeffect.Becausesomeinstru-mentsrequiremoresupportingsubjectsthanothers,fewercreditpointsremaintobegiventothemainstudy,whereaswedon’tnecessarilyexpectstudentsofthoseinstrumentstostudyless.Atitsmostextreme,themainstudycanbecomeakindof“remainder”category,allocatedthehoursleftoverwhenalltheotherstudieshavebeenaccountedfor!Needlesstosay,thisfeelsastrangephe-nomenoninaconservatoire...
3.5.14 individual study routes Individualstudyroutescanbeveryproblematic.Studentswhowantexemptionfromsubjectsthey
havealreadytakeninotherinstitutions,whoneedorwanttotakeextrasubjects,orwhowanttopursue more than one programme simultaneously, always require some complex mathematicalcalculations.Thereisnothingthatcanbedoneaboutthis,andtheproblemsraisedbysuchcasesal-readyexistedbeforecreditpointsystemswereintroduced,eveniftheywerepreviouslymorelogisti-calthanmathematical.Certainly,creditpointsystemscannotbeexpectedtoresolvesuchproblems,althoughtheveryfactoftheirbeingnumericallyquantifiedmaybehelpful.Asensibleapproachis
26 27
probablytoconsiderhowfrequentlyaparticularindividualroutearises.Ifthesameexceptioncropsupalmostonanannualbasis,makeitarulebydevisingaspecialvariantofthecurriculum,prob-ablywithitsowncreditpointtable.Ifnot,atleastmakeclearregulationsconcerningwhattodowithexceptions.
3.5.15 modularisation Although there is in factnostrictconnectionbetween the two, the introductionofacreditpoint
system often leads to the simultaneous expectation that the curriculum will be “modularised”.Modularisationissaidtoleadtomoreflexibility,andoftentomoreefficiencyaswell.Modularisationmeansthatthecurriculumisdividedintoseparatebuildingblockscalled“modules”.Inthestrictestandmost“pure”versionsofthemodularconcept,thesemodulescan,inprinciple,befollowedinanyorder(inpractice,eveninthestrictestmodularschemes,somemodulesaredesignatedas“pre-requisites”forothers,controllingtheorderinwhichtheyaretaken).Whenastudenthascompletedallthemoduleswithinacurriculum,heorshegetsthedesireddegreeordiploma.
3.5.16 Researchhasshownthatstrictmodularisationdoes indeedleadtogreaterefficiency–studentsconclude theirstudies in less time than incurriculawhicharebasedona fixedorder.Commonsense,however,tellsusthatinhighermusiceducation(butthesameargumentisvalidinsomewayformosteducation)therecanneverbeaquestionofmodularisationinitsmostfullyinterchangeablesense.Highermusiceducationisfirmlybasedonatwo-prongednotionofdevelopment:develop-mentsofskillsanddevelopmentofartistic/aestheticcompetencies.Bothofthesetaketime;botharelongitudinalprocessesrequiringacurriculumthatissimilarlysequentialanddevelopmental.Moreover,theseprocessesdifferfromindividualtoindividual.Progressisoftenpainfullyslowandlaborious,thenitgainsmomentumandsometimespositivelyleapsforward;butwhatforoneindi-vidualmaytakeyears,sometimesforanothermaytakeonlyhours-andviceversa.
3.5.17 Thecombinationoflongitudinaldevelopmentalprocessesandindividualisationmeansthat,specifi-callyfortheMainStudyandotherskill-basedsubjects,therecanbenoquestionofshorter,inter-changeablemodules.Forsomeothersubjects,modularisationisfeasible;musichistoryandtheorycanbemodularised,althoughquiteoftenonewouldwish tomaintainsome formof fixedorder.Inamodularcurriculum,fixingtheorderinwhichmodulesaretakenmeansusingthesystemofpre-requisitesreferredtoabove,wherecompletionofacertainmoduleisanentryrequirementforanothermodule.
3.5.18 Ifthecurriculumofaconservatoireistobemodularised,thisisonlypossiblewhereonecanusequiteanextensivesystemofpre-requisites. Insuchasystem, themainstudyareaofa4-year-curriculumcould, forexample,bedivided into8“modules”,eachofonesemester, inwhich thepre-requisiteforthemodule“MainStudy2” isthecompletionofthemodule“MainStudy1”,thepre-requisitefor“MainStudy3”isthecompletionofthemodule“MainStudy2”,etc.
2928
3.5.19 Providedthatthelearningoutcomesforeachmoduletaketheformofclearlydescribedskillsorcompetencies(whichisveryhardgiventheindividualcharacterofhighermusiceducation)thenastudentwhocanshowthatheorshealreadypossessesthoseskillsorcompetenciesmightbegivenexemptionfromcertainmodules–apracticewhich,ofcourse,alreadyexistsinmanyconservatoireswherestudentscanbeplaced“inthethirdyear”onthebasisofanentranceexamination.However,itremainshardtoimagineacurriculuminwhichastudentcantakeinrandomorderthemainstudymodules.Especiallybecausewearetalkingaboutindividualisedlongitudinaldevelopmentalproc-esses,modularisationiftakentosuchanextreme,wouldloseitsmeaninghere.
3.5.20Thereisoneotherargumentagainstthestrictestformofmodularisationofacurriculum.Modularcurriculaarebasedontheassumptionthatlearningconsistsofbeingabletodemonstrateforeachmodulethatonehasacquiredatleasttheminimalrequirementstopassthatmodule.Inthisre-spect,theyrepresentakindofminimalistapproachtolearning;beingabletodemonstratethemini-malrequirementsleadstoadegreeordiploma.Justas,whentalkingaboutworkload,weneededtospeakofanaveragestudent,so,here,thedesignphilosophyisbasedaroundtheideaofastudentwhois‘justgoodenough’togainthequalification.Ofcourse,thisiswhatalreadyhappensinhighermusiceducation–somestudentswillbejustgoodenoughtograduatebutstillgettheirdegreeordiploma.Butatthesametime,anyoneworkinginhighermusiceducationhasanotherassumption:thatastudentshouldstrivetomaximisethefulfilmentofhisorhertalents.Thisisexpressedintheattitudeofverymanyconservatoirestudents.Theiraimisnottospeedthroughthecurriculumasquicklyaspossiblebut,quiteoften,tostudyaslongaspossibleinordertomaximisetheirmusi-caldevelopment.Someofthekeyargumentsbehindmodularisation–speedandefficiency–arethereforefeltascontrarytothefundamentalapproachtohighermusiceducationsharedbymostprofessionalmusicians.
3.5.21 Again,acreditpointsysteminitselfcanneverprovidealltheanswers.Creditpointsystemscanexistinmusiceducationwithoutstrictmodularisation,andcreditpointsystemscanfulfilausefulrolenotonlyinminimalistbutalsoin“maximalist”philosophiesofeducation.Itisimportanttoseparatetheintroductionofacreditpointsystemfromotherdiscussions,otherwisecreditpointsystemswillbefeltbymanytobeathreattothecorevaluesofhighermusiceducation.Ifthishappens,theintroduc-tionofacreditpointsystemwillalmostcertainlyfail,preventingonefrombenefitingfromtheusefulaspectsofsuchasystem.
29
4. CredIt poInt systems In A wIder Context
Wefinishthispublicationwithsomeremarksonthewidercontextofcreditpointsystems.Creditpointsystemsarenotanisolatedphenomenon,butmustalwaysbeseeninthewidercontextoftheeducationofferedbytheinstitutionandthesurroundingsinwhichitoperates.Acreditpointsystemin itself isnoautomaticpanaceafor theproblemsweall typically face inour institutions.Ontheotherhand,usingacreditpointsystemintelligentlymayprovideanextratoolinsolvingsomeoftheproblemsyouexperience.Inthischapterwewillbrieflypointouttherelationofcreditpointsystemstothreeareas:curriculumdevelopment,internationalisationandqualityassurance.
InChapter2thefollowingtopicswerediscussed:- ashortdefinitionofacreditpointsystem- somehistoricalaspectsofcreditpointsystems- adescriptionofthebasicfeatures,advantagesanddisadvantagesofcreditpointsystems
InChapter3thefollowingtopicswerediscussed- threedifferentmodelstousewhenbuildingacreditpointsysteminyourinstitutionsomere marksonspecificproblemswhenbuildingacreditpointsystem
4.1 Credit point systems and curriculum development
4.1.1 Thedesignanddevelopmentofanycurriculumcanbecarriedoutperfectlywellwithouthaving,orintroducing,acreditpointsystem.Educationhasmanagedwithoutcreditpointsystemsformostofitshistory,andthereisnoneedtothinkthatitwouldhaveendedupindeeptroublewithouttheirinvention.
4.1.2 However,acreditpointsystemcanbeaveryhelpful tool incurriculumdevelopment. Itmaygiveinsightintovariouscrucialcharacteristicsofthecurriculumandofitsdevelopmentovertheyears.Thesearesomeofthewaysinwhichitmightdothis:
• Designingacreditpointsystemmaygiveyouinsightintopossibleoverloading(or“underloading”–althoughthisrarelyhappensinhighermusiceducation)ofthecurriculum.Oneindicationofoverloadingmaybetheneedtodividethecreditpointsintomanysmallunits(2creditsorless).Whenthecreditpointsystemisbasedonabsoluteworkload,overloadingusuallymeansthatfor,severalsubjects,theallottedcreditpointsdonotcoverwhatwouldbearealisticestimationoftheaveragetimeneeded.Forsubjectswithonlyonecreditpersemester,forexample,itisquiteoftenthecasethathardlyanytimeforindependentstudyisleftafteronehascalculatedthetimeinvestedincontacthours,examinationandpreparationfortheexamination.
30 31
• Acreditpointsystemmakesoneverymuchawareofthe“subjectin–subjectout”principle.Ifanewsubjectisintroducedintoacurriculumandnosubjectsaretakenout,thisautomaticallymeansashiftinworkload:thecreditpointsallottedtothenewsubjectmustbeextractedfromthecreditpointsallottedtoexistingsubjects.Thismeansthatthestudentwillnotbeabletoinvestasmuchtimeasbeforeintheexistingsubjects.Ofcourse,thisiscommonsense,butatthesametimeexperiencetellsusthat,quiteoften,newandimportantsubjectsareintroducedas“extras”totheexistingcurriculumwithoutanychangesintherestofthatcurriculum.
4.1.3 Thesubjectsintheexistingcurriculumwillusuallyhavejustifiedtheirexistenceovertime,theteach-ersattachedto themareoftenspecialistswhowillarguestrongly in favourof the importanceof“their”subject,andeventhestudentsquiteoftenprotestwhenasubjectisthreatenedwithbeingtrimmeddownortakenoutofthecurriculum!However,leavingthingsastheyareisnotthesolution–implicitly(and,whenusingacreditpointsystem,explicitly)addingasubjecttothecurriculumwith-outtakingcompensatorymeasureselsewheremeansthatoneexpectsthatstudentswill“justworkalittleharder”.Theconsequencewillusuallybethatstudentswillnot“justworkalittleharder”,butwillmaketheirownstrategicdecisionsaboutwheretheywillcutthetimetheyinvestinothersub-jects.Ifthisgoesonfortoolong,thediscrepancybetweenteachers’expectationsofworkloadandtheworkloadactuallyinvestedbystudentswilldiffersomuchthatanyrealisticdiscussionbecomesimpossible.Studentsandteachersarethenlivingintwodifferentworlds.Intheend,thiswillbeasourceofconflictandleadtounhappystudentsandfrustratedteachers.
• Whenworkingonacurriculumand finding,or trying toprevent,overloading, thediscussionsonthecreditpointspersubjectquiteoftenturnintodiscussionsaboutcontent.Iftherearetoomanysubjectsinthecurriculumorifwewanttointroduceanewsubject,wehavetoanalysethecurriculumnotjustintermsofcredits,butintermsofcontent.Aretheresubjectswhichhavebecomeredundantorwhichhavelosttheirrelevanceincomparisontoearliertimes?Aretherepossibilitiestoliftsubjectsoutofthecorecurriculumandturnthemintooptionalsubjects(whichmay,asaside-effect,leadtomoremotivatedstudentsandabetterqualityofteaching)?Aretheresubjectswhichoffermoreorlessthesamecontentorwhichoperateinthesamedomainandwhichcanthereforeco-operate(forexampleinjointexaminations)?Canthesesubjects,infact,becompletelyintegratedandthereforemoreefficientlytaught?And,lookingatthingstheotherwayround,arewesuretherearenobiggapsinthecurriculumwhichshouldbefilled?
• Onespecificfindingofworkingwithacreditpointsystemmaybethatoverloadingisaproblembecause,intheinitialphasesofthecurriculum,onehastoallotsignificanttimetosubjectswhichwewouldthinkthatstudentswouldalreadyhavemasteredbeforeenteringtheconservatoire.Theconclusiontobedrawnfromthismaybethatwearecompensatingwithinthecurriculumforlowentrancelevelsinsomesubjectsandthatitmightbeanoptiontoinvestinthequalityofpre-entranceeducationsothat,withinthehighermusiceducationcurriculum,sufficienttimecanbedevotedtomoreadvancedandimportantissues.
30 31
4.1.4 Allofthismayleadtoalotofthoughtsaboutchangingthecurriculum,sometimesquiteradicalones.Changeandcontinuityshouldbeinbalancewithinanyinstitution–ifthecurriculumchangesdrasti-callyeveryyear,studentswillhavetochangetheirexpectationseveryyear,teacherswillnotbegiventhechancetobuildupexperienceandadministrativeprocesseswillneedrevisingeveryyearaswell.Anadditionalproblemwithannualchangesincurricula(andcreditpointsystems)isthatstudentswho,forsomereasonorother,experiencesomekindofdelayintheirstudywillfinditdifficulttomakeupforthatdelayintheyearsfollowing.Thecurriculumwillhavechanged;subjectspreviouslyofferedmayhavedisappearedorbetaughtinanewwaywithnewworkloads.Thisisoneofthesitua-tionswhichcanleadtorequeststotheadministrationofallkindsofexceptionstoexistingrules.Themanagementofaninstitutioncanpreventcontinualtamperingwiththecurriculumbyoperatingasystemof“periodicreview”.Forexample,theymightstatethatonceeveryfiveyears(thisisacom-monperiodforreview),eachcurriculumonofferwillbescrutinisedthoroughlyandmaybechangedsubstantially,butthatbetweenthesemajorreviews,onlyminimaladaptationstothecurriculumareallowed.
4.2 Credit point systems and internationalisation
4.2.1 Aswasstatedintheintroduction,ECTSwasoriginallyconceivedasanexchangetool-atoolforcon-versionbetweendifferentcreditpointsystems.Moreandmore,however,ECTShascometoreplacethevariousnationalcreditpointsystems,andastheBolognaprocessworkstowardscompletionin2010,itseemsmoreandmorelikelythatECTSwillbecomethestandardEuropeancreditpointsys-teminitsownright.
4.2.2Anycreditpointsystemmayplayanimportantroleininternationalrelationsbetweenconservatoires.Forexample,lookingatthecreditpointsystemofanunfamiliarinstitutionimmediatelygivessomebasicinformationontherelativeimportanceofdifferentsubjectsinthecurriculumofthatinstitution.Itthereforetellsussomethingindirectlyabouttheinstitution’sartisticviewanditsteachingphiloso-phy.
4.2.3However,oftensomethingmorethanthisrathergeneralisedinformationisneeded.Forexample,ifastudentwantstospendsometimeatanotherinstitution,muchmoreinformationthanthecreditpointsystemusedisnecessarytomakeagoodcomparisonofthetwocurricula.Infact,creditpointscanonlyplayaroleinstudentexchangeifwearesureabouttwootherimportantthings:thework-loadbehindthecreditpointsandthelevelattachedtothecreditpoints.
4.2.4Ontheissueofworkload:behindanycreditpointsystem,theconceptofaverageyearlyworkloadisimportant.Traditionally,thelengthoftheacademicyearcandifferfromcountrytocountry.Thismayhindercomparisonand (international)exchange. Inreality,differenceswillprobablynotbeenor-mous.Whencooperatingwithaforeigninstitution,itmaybewisetoinformeachotheraboutthedurationoftheacademicyear,butwhenthedifferencesarenottoolargeitiswisetoleaveitatthat,
32 33
especiallygiven thegeneralconsensuswithin the internationalcommunityofprofessionalmusi-ciansastothe(high)amountofworkamusicstudentneedstocarryout.
4.2.5As forquestionsabout level, theserepresentanotherseriouspoint.Even if theworkloadbehindcreditpointsisthesame,howcanwebesurethattheworkrequiredisofthesamelevel?Inotherwords,whatisthesupposedlevelofthefamous“averagestudent”attheheartofthesystem?Creditpointswillnotgiveaclue.Eventhereassuringthoughtthatconservatoiresareallinstitutesoperat-ingathighereducationleveldoesnotnecessarilymeanthattheywillalwaysagreeineverycaseonquestionsconcerning,forexample,examinationlevels,beitentranceexaminationsorfinalexamina-tions.
4.2.6Thismayseemtobeareasontoignoreanycreditpointsystemaltogether.Ifacreditpointsystemdoesnotclarifyquestionsaboutworkloadandlevel,whatuseisit?Thiswould,however,beshort-sighted.Wemustkeepinmindthatasystemofcreditpointsisneverabletosolvequestionslikethisonitsown.Itisnotarealisticexpectation,andcreditpointswereneverdevisedforthat.LookingattheECTSsystem,itisclearthatthecreditpointsystemisonlyasmallpartofabiggerpackage,whichshouldservetomakecomparisonpossible.OtherpartsofthisECTS-packagewerealreadymentionedearlier:customizeddescriptionsofsubjectsonoffer,agradingsystemtranslationtool,andseveralstandarddocumentstobeusedininternationalexchange.Othertendencies,suchasthemovetowardsacommonBachelor/Mastersystemor,onacompletelydifferentlevel,learningagree-mentsforexchangestudentswithinSocrates,arealsopartsofabigefforttomakeeducationmorereadilyandreliablycomparable.Creditpointsaloneneverleadtoeasycomparability.Theycanbeofhelpbutothermeansmustbeadded.Theintroductionofageneralcreditpointsystemishelpful,maybeevennecessarywithinthelandscapeofEuropeanhighereducationenvisagedbytheBolognaprocess,butnotsufficientinitselftosolveallproblems.
4.3 Credit point systems and internal quality assurance
4.3.1 Internalqualityassuranceproceduresarethoseproceduresthataremeanttoensurethequalityofprocessesandthequalityoffinaloutcomeswithinaninstitution.Aspointedoutabove,creditpointsystemscanfulfilaroleininternalqualityassuranceprocedures.Forexample,aspartoftheproce-durebywhichaninstitutemakesathoroughreviewofitscurriculumeveryfiveyears,theycanhelptoensurethat,asthequalityofthecurriculumismodifiedtokeepituptodate,studentworkloadsdonotbecomedistorted.
4.3.2Creditpointsystemsmayfunctioninthiswayininternalqualityassurance.Especiallywhencom-binedwithotherelementswithinandoutsidetheECTSscheme,suchasstandardizedcurriculumdescriptions,internationallycomparablegradingsystems,standardizeddiplomasupplements,etc,creditpointsystemsmayformapowerfultoolinqualityassurancegenerally.
32 33
4.3.3.However,onehastobeawareofthelimitationsofusingacreditpointsystem.Creditpointsystemsarenotmeanttocapturethecompleteessenceofteaching,noraretheyabletodoso. Inhighermusiceducation,wearetalkingaboutartisticeducation,artisticlevel,artisticexchangeandartisticcomparison.Upuntilnow,despitealltheeffortsofourpredecessors,nosystemhasemergedthathasbeenabletodescribeartisticexperiencecompletelyobjectively.Ofcourse,artisticexperiencecanbeevaluated;itisnotcompletelysubjective.Thestandardprocedureofevaluatingartisticqualityliesininter-subjectivity:groupsofhigh-levelprofessionalmusiciansformulatingjudgmentstogeth-er.Outsiderswhodonotunderstandwhywedon’tdevelopamoreeconomicalsystemofevaluationsometimesridiculeit,butthesimpletruthissuchamoreeconomicalsystemdoesnotexist.
4.3.4 Creditpointsystemsarenotanabsolutenecessityinhighermusiceducation.Theworldhasdonewithoutthemforgenerations,andwithnoapparentilleffects.However,creditpointsystemsdonowseemtobeheretostay;theycanmakecertainaspectsoflifeeasierinhighermusiceducation,andthereforetheydeserveaplace in it.Thatplaceshouldbefirmandsolidbutwithoutexaggeratedexpectations.Creditpointsystemsareapowerfultool,especiallywhencombinedwithothertools,incurriculumdesign,internationalisationandqualityassurance.But,ashasbeensaidinmanywaysthroughoutthispublication,theydonotsolvealltheexistingproblemsandpeculiaritiesofhighermusiceducation.
34 35
34 35
AppendICes
AppendIx A lIst oF relevAnt weBsItes
aec
http://www.aecinfo.org
the bologna declaration process
TheAEConlineBolognahandbook:
http://www.bologna-and-music.org
OfficialBolognawebsite:
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/
TheEUAandBologna:
http://www.eua.be/index.php?id=36
ects
http://europa.eu.int/comm/education/programmes/socrates/ects_en.html
(alsoavailableinmanyotherEuropeanlanguagesviahttp://europa.eu)
tuning
http://europa.eu.int/comm/education/policies/educ/tuning/tuning_en.html
36
AppendIx B some examples of credit point tables used by institutions for profes- sional music training in europe.
please note that the information in these tables is subject to change
lithuanian music academy bachelor of music degree study programme (string instruments)
Type
ofs
ubje
cts
Gro
upo
f
subj
ects
Subject Code
ECTS
Cre
dits
Cour
seh
ours
per
wee
k
Dur
atio
n:y
ears
Dur
atio
n:
sem
este
rs
Fina
leva
luat
ion
O SE MajorInstrument IVB049 55,5 2 4 8 Exam
S SE
Alternatives:
ChamberEnsembleor
StringQuartet
IVB050
IVB051
24 1 4 8 Exam
O SE ChamberEnsemble IVB050 4,5 1 1 1 Exam
O SE Orchestra IVB052 25,5 6 3 6 Credittest
O SE StudiesofOrchestralLiterature IVB053 10,5 1 3 6 Credittest
O SE MethodsofTeachingStringInstru-
ments
IVB055 6 2 1 2 Credittest
O SE HistoryofStringInstruments IVB056 6 2 1 2 Exam
O SE PedagogicalSeminarsandPedagogi-
calPractice
IVB057
IVM040
18 2-3 2 4 Exam
O GAE EarTraining FMB083 6 2 1 2 Exam
O GAE LanguageofMusic FMB084 15 2,3 3 5 Exam
O GAE InterdisciplinaryPiano FMB075 6 1 1 2 Exam
O GAE GeneralMusic-History1 FMB085 3 2 1 1 Credittest
O GAE GeneralMusic-History2 FMB086 3 2 1 1 Exam
S GAE GeneralMusic-History3or
AlternativesofMusicHistory
FMB087
FMB089 3 2 1 1 Exam
S GAE GeneralMusic-History4orAlterna-
tivesofMusicHistory
FMB088
FMB089 3 2 1 1 Exam
O GAE HistoryofLithuanianMusic FMB090 6 2 1 2 Exam
O GAE PsychologyofPedagogy FMB091 6 2 1 2 Credittest
E GAE Electivecourses LP-137 12 2 2 4 Credittest
O GHSE Philosophy BH01 6 3 1 2 Exam
O GHSE Aesthetics BH02 6 3 1 2 Exam
S GHSE AlternativesofPhilosophyandCul-
turalStudies
BH03 6 Seecoursedescriptions
O GHSE ForeignLanguage BH06 6 2 1 2 Exam
O GHSE CultureofLanguage BH10 3 2 1 1 Credittest
GHSE Sports 4 1 2
TOTAL: 240 4 8
37
master of music degree study programme (string instruments)
Type
ofs
ubje
cts
Gro
upo
f
subj
ects
Subject Code
ECTS
Cre
dits
Cour
seh
ours
per
wee
k
Dur
atio
n:y
ears
Dur
atio
n:s
emes
ters
Fina
leva
luat
ion
O SE MajorInstrument IVM032 34,5 2 2 4 Exam
S SE
Alternatives:
ChamberEnsemble
StringQuartet
IVB050
IVB051
13,5 1 2 4 Exam
O SE Thesis IVM034 12 1 1 2 Exam
O SE Orchestra IVM035 12 6 2 3 Credittest
O SE StudiesofOrchestralLiterature IVM036 4,5 0,5 1 2 Credittest
O SE PedagogicalPracticeandPedagogi-
calSeminars
IVM038
IVM040
12 3 2 4 Exam
O GAE FundamentalsofResearch FMM092 3 2 1 1 Credittest
O GAE HistoryandTheoryofInterpretation FMM093 4,5 2 1 2 Credittest
O GAE SeminarsofInterpretation IVM069 6 2 1 2 Credittest
E GAE Electivecourses LP-137 3 Credittest
O GAE PsychologyofPedagogy-2 IVM094 6 2 1 2 Credittest
S GHSE AlternativesofPhilosophyand
CulturalStudies
MH05 6 2 1 2 Credittest
TOTAL: 120 2 4
38
bachelor of music degree study programme (symphony orchestra and opera conducting)
Type
ofs
ubje
cts
Gro
upo
f
subj
ects
Subject
Code
ECTS
Cre
dits
Cour
seh
ours
per
wee
k
Dur
atio
n:y
ears
Dur
atio
n:s
emes
ters
Fina
leva
luat
ion
O SE Conducting IVB031 40,5 2 4 8 Exam
O SE ScoreReading IVB032 18 1 3 6 Exam
O SE Instrumentation IVB033 18 1 3 6 Exam
O SE RehearsingWorkswithOrchestra IVB034 9 1 2 4 Credittest
O SE BowingsandArticulationofOrchestral
Instruments
IVB035 3 2 1 2 Credittest
O SE OrchestralStyles IVB036 13,5 2 2 4 Credittest
O SE PracticeinOperaRehearsing IVB037 6 2 1 2 Credittest
O SE OrchestraandScore IVB038 9 2 1 2 Exam
O GME EarTraining FMB083 6 2 1 2 Exam
O GME InterdisciplinaryPiano FMB075 12 1 2 4 Exam
O GME HistoryofLithuanianMusic FMB098 6 2 1 2 Exam
O GME MusicHistoryofAncientCivilizationsand
Middle-Ages
FMB099 4,5 4 1 1 Exam
O GME MusicHistoryofArsNovaandRenais-
sance
FMB100 4,5 4 1 1 Exam
O GME BaroqueMusicHistory FMB101 4,5 4 1 1 Exam
O GME MusicoftheAgeofEnlightenment FMB102 4,5 4 1 1 Exam
O GME MusicHistoryoftheRomanticPeriod FMB103 9 4 1 2 Exam
O GME Musicofthe20thCenturyI FMB104 4,5 4 1 1 Exam
O GME Musicofthe20thCenturyII FMB105 4,5 4 1 1 Exam
O GME SpecialMusicAnalysis FMB107 6 2 1 2 Exam
O GME StylesofHarmony FMB108 12 4 1 2 Exam
O GME Polyphony FMB109 12 3 1 2 Exam
O GME PsychologyofPedagogy-1 FMB091 6 2 1 2 Credittest
O GHSE Philosophy BH01 6 3 1 2 Exam
O GHSE Aesthetics BH02 6 3 1 2 Exam
S GHSE AlternativesofPhilosophyandCultural
Studies
BH03 6 Seecoursedescriptions
O GHSE CultureofLanguage BH10 3 2 1 1 Credittest
O GHSE ForeignLanguage BH06 6 2 1 2 Exam
GHSE Sports 4 1 2
TOTAL: 240 4 8
39
40 41
master of music degree study programme (symphony orchestra and opera conducting)
Type
ofs
ubje
cts
Gro
upo
f
subj
ects
Subject
Code
ECTS
Cre
dits
Cour
seh
ours
per
wee
k
Dur
atio
n:y
ears
Dur
atio
n:s
emes
ters
Fina
leva
luat
ion
O SE Conducing IVM022 36 2-3 2 4 Exam
O SE PracticeinRehearsingaSymphony
Orchestra
IVM023 9 1 2 3 Credittest
O SE PracticeinOperaRehearsing IVM024 9 1 2 3 Credittest
O SE Thesis IVM025 12 1 1 2 Exam
O SE ConductingtheSymphonyOrchestra
Concert
IVM026 4,5 1 1 1 Credittest
O SE ConductingtheOperaPerformance IVM027 4,5 1 1 1 Exam
O GAE FundamentalsofResearch FMM092 3 2 1 1 Credittest
O GAE HistoryandTheoryofInterpretation FMM093 6 2 1 2 Credittest
O GAE OperaDramaturgy IVM018 6 2 1 2 Exam
O GAE Acoustics FMB074 6 2 1 2 Credittest
O GAE MusicPsychology FMM094 3 2 2 2 Credittest
S GAE AlternativesofGeneralMusicHistory FMB089 3 2 1 1 Credittest
E GAE Electivecourses LP-137 6 2 1 2 Credittest
O GAE PsychologyofPedagogy-2 FMM094 6 2 1 2 Credittest
S GHSE AlternativesofPhilosophyandCul-
turalStudies
MH05 6 2 1 2 Credittest
TOTAL: 120 2 4
40 41
bachelor of music degree study programme (Jazz)
Type
ofs
ubje
cts
Gro
upo
f
subj
ects
Subject
Code
ECTS
Cre
dits
Cour
seh
ours
per
wee
k
Dur
atio
n:y
ears
Dur
atio
n:s
emes
ters
Fina
leva
luat
ion
O SE MajorInstrument IVB085 42 2 4 8 Exam
O SE ChamberEnsemble IVB086 6 1 1 2 Credittest
S SE Bigband IVB087 36 6 4 8 Exam
O SE
Alternatives(from2ndyear):
ChamberEnsemble
Conducting
IVB086
IVB088
24 0,5 3 6 Credittest
O SE SecondInstrument IVB089 6 1 1 2 Exam
O SE JazzHistoryandAnalysis IVB090 6 2,5 1 2 Exam
O SE PedagogicalPractice IVB091 6 2 1 2 Credittest
O SE PedagogicalSeminars IVB068 6 1 1 2 Exam
O SE JazzArrangement(Composition) IVB092 9 2 2 3 Credittest
O SE MethodsofTeachingImprovisation IVB093 6 2 1 2 Credittest
O SE Singing IVB094 6 0,5 1 2 Exam
O SE SoundRecording IVB095 6 2 1 2 Exam
E GAE Electivecourses LP-137 12 Seecoursedescriptions
O GAE RhythmicandEarTraining IVB096 6 2 1 2 Exam
O GAE LanguageofMusic IVB097 12 2,5 2 4 Exam
O GAE Piano IVB098 6 1 1 2 Exam
O GAE GeneralMusic-History1 FMB085 3 2 1 1 Credittest
O GAE GeneralMusic-History2 FMB086 3 2 1 1 Exam
S GAE GeneralMusic-History3or
AlternativesofMusicHistory
FMB087
FMB089 3 2 1 1 Exam
S GAE GeneralMusic-History4orAlterna-
tivesofMusicHistory
FMB088
FMB089 3 2 1 1 Exam
O GAE HistoryofLithuanianMusic FMB090 6 2 1 2 Exam
O GAE PsychologyofPedagogy FMB091 6 2 1 2 Credittest
O GHSE Philosophy BH01 6 3 1 2 Exam
O GHSE Aesthetics BH02 6 3 1 2 Exam
O GHSE ForeignLanguage BH06 6 2 1 2 Exam
O GHSE CultureofLanguage BH10 3 2 1 1 Credittest
GHSE Sports 4 1 2
TOTAL: 240 4 8
42 43
mAlmö musIC ACAdemy
• performance 120 credits (180 ects-credits) • performance 121-200 credits (181,5-300 credits)
(in ects-credits) Year 1 Year 2 Year 3 total bfa Year 4 Year 5 total mfa
Maininstrument/
Musicalstudies
andinterpretation 30 30 30 90 37,5 37,5 165
Chambermusic/
Ensemble/
Orchestra 12 15 12 39 15 15 69
Eartraining 4,5 6 — 10,5 — — 10,5
Harmony/
Counterpoint 4,5 6 — 10,5 — — 10,5
Piano/
otherinstrument 6 — — 6 — — 6
Historyofmusic 3 3 3 9 — — 9
Communication
music — — 7,5 7,5 — — 7,5
Freeoption/
Concerts/
Degreeproject — — 7,5 7,5 7,5 7,5 22,5
total 180 300
42 43
performance – JaZZ/improvisation 120 credits (180 ects-credits)
(in ects-credits) Year 1 Year 2 Year 3 total bfa
Maininstrument 15 15 15 45
Ensemble 15 15 15 45
Theoryofjazz
improvisation 4.5 — — 4.5
Eartraining/jazz 4.5 4.5 — 9
Jazzharmony/
jazzarranging 7.5 4.5 — 12
Piano/jazz 3.5 3.5 — 7
Thehistoryof
jazzmusic 3.5 3.5 — 7
Projects7.5 7.5 15 30
Freeoption — 7.5 15 22.5
total 180
performance – diploma 80 credits (120 ects-credits). (mfa in music is reQuired for this programme!)
(in ects-credits) Year 1 Year 2 total
Maininstrument/
musicalstudies 45 45 90
andinterpretation
Concerts/
degreeproject 15 15 30
total 120
44 45
national university of music BucharestNationalUniversityofMusicBucharest
ects credits – orchestra instruments
1styear 2ndyear 3rdyear 4thyear
Compulsorysubjects Sem.1 Sem.2 Sem.3 Sem.4 Sem.5 Sem.6 Sem.7 Sem.8
Maininstrument 10 10 10 10 10 10 10 10
Accompaniment 1 1 1 1 1 1 1 1
Chambermusic 5 5 4 4 5 5 6 6
Orchestra 3,5 3,5 3,5 3,5 3 3 4 4
Artisticpractice 3 3 2,5 2,5 3 3 3 3
Musictheory 2 2
Harmony 2 2 1,5
Polyphony(Counterpointand
Fugue) 1,5 1,5
Formsandanalysis 1,5 2 2
Musichistory 2 2 1,5 1,5 2
Folklore 2
Foreignlanguage 1 1 1 1 1 1 1
Sports 0,5 0,5 0,5 0,5
Preparinggraduationdiploma 2 3
Electivemodules
ModuleI
Culturehistory 3 3
Management 3 3
Aesthetics 3 3
ModuleII
Electedinstrument 3 3
Baroquemusic 3 3 3 3
ModuleIII
Contemporarymusic
styles&languages 3 3
Contemporarymusic 3 3 3 3
ModuleIV
Jazz 3 3 3 3 3 3
total:
30 30 30 30 30 30 30 30
240
44 45
ects credits – piano, organ, harpsichord
1styear 2ndyear 3rdyear 4thyear
Compulsorysubjects sem.1 sem.2 sem.3 sem.4 sem.5 sem.6 sem.7 sem.8
MainInstrument 10 10 10 10 10 10 10 10
ChamberMusic 5 5 4 4 6 6 7 7
Accompaniment 4,5 4,5 3,5 3,5 4 4 5 5
Artisticpractice 3 3 2 2 2 2 2 2
Musictheory 2 2
Harmony 2 2 2
Polyphony(Counterpointand
Fugue 2 2
Formsandanalysis 2 2 2
Musichistory 2 2 2 2 2
Folklore 2
Foreignlanguage 1 1 1 1 1 1 1
Sports 0,5 0,5 0,5 0,5
Preparinggraduation-diploma 2 3
Electivemodules
ModuleI
Culturehistory 3 3
Management 3 3
Aesthetics 3 3
ModuleII
Electedinstrument 3 3
Baroquemusic 3 3 3 3
ModuleIII
Contemporarymusic
styles&languages 3 3
Contemporarymusic 3 3 3 3
ModuleIV
Jazz 3 3 3 3 3 3
total:
30 30 30 30 30 30 30 30
240 c.p.
46 47
prince claus Conservatoire
classical music Year 1
Year 1 1 1 1 1 1 1
Semester I II I II I II I II I II I II I II
Mainsubject Song String
players,wind
players
Percussio-
nists
Harp Piano Organ Clavi-
chord
main subject
Mainsubject 13 14 13 14 14 14 15 16 17 17 13 13 15 15
Masterclasses
workshopsreper-
toireandperform-
ancepractice
1 1 1 1 1 1 1
Correpetition 1 1
Ensembleandduo
play
2 1 2 1 2 1 2 1 2 1 2 1 2 1
Continuoplay 2 2 2 2
Piano(minor
subject)
2 2
Italian 2 1
Chamberorchestra,
bigwindinstru-
mentsensemble
andprojects
1 2 3 3 1 2 1 2 1 2 1 2 1 2
Percussionen-
semble
1 2
Choir 2 1 2 1 2 1 2 1 2 1 2 1 2 1
Orientationonthe
musicalprofession
2 2 2 2 2 2 2
general subjects
Developmentmusi-
calimaginaryability
4 3 4 3 4 3 4 3 4 3 4 3 4 3
CTS 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Pianopractice 2 1 2 1 2 1 2 1
IntroductionICT 2 2 2 2 2 2 2
46 47
classical music year 2
Year 2 2 2 2 2 2 2
Semester I II I II I II I II I II I II I II
Mainsubject Song Stringplay-
ers,wind
players
Percus-
sionists
harp piano organ Clavichord
main subject
Mainsubject 9 9 9 9 7 8 11 11 13 12 9 8 11 10
Masterclasses/
workshops
Repertoireandper-
formancepractice
1 1 1 1 1 1 1
Correpetition 1 1
Ensembleandduo
play
2 1 2 1 2 1 2 1 2 1 2 1 2 1
Continuoplay 2 2 2 2
Piano(minor
subject)
2 2
Italian 2 1
Chamberorchestra,
bigwindensemble
andprojects
2 1 4 2 2 1 2 1 2 1 2 1 2 1
Percussionen-
semble
2 1
Drums 2 2
Choir 2 1 2 1 2 1 2 1 2 1 2 1 2 1
general subjects
Developmentmusi-
calimaginaryability
2 2 2 2 2 2 2 2 2 2 2 2 2 2
CTS 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Creativewriting 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Pianopractice 2 1 2 1 2 1 2 1
Themusicianasan
entrepreneur
2 2 2 2 2 2 2
teaching subjects
Internalteaching
practiceperiod*
3 3 3 3 3 3 3
General
methodology*
2 1 2 1 2 1 2 1 2 1 2 1 2 1
Professional
methodology*
2 1 2 1 2 1 2 1 2 1 2 1 2 1
48 49
classical music year 3
Year 3 3 3 3 3
Semester I II I II I II I II I II
Mainsubject Song Stringinstru-
mentswind
instruments
Percussionists Harp,piano,organ Clavichord
main subject
Mainsubject 16 15 14 14 13 12 16 16 14 14
Masterclasses
repertoireandper-
formancepractice
1 1 1 1 1
Correpetition 1 1
Ensembleandduo
play
2 1 2 1 2 1 2 1 2 1
Continuoplay 2 2
Chamberorchestra,
bigwindensemble
andprojects
2 1 4 2 2 1 2 1 2 1
Percussionen-
semble
1 2
Drums 2 2
general subjects
CTS 3 3 3 3 3 3 3 3 3 3
Themusicianasan
entrepreneur
op-
tional
op-
tional
op-
tional.
op-
tional
op-
tional
op-
tional
op-
tional
op-
tional
op-
tional
op-
tional
teaching subjects
Externalpermanent
andblockteaching
practice*
5 1 5 1 5 1 5 1 5 1
Projectteaching
practice*
2 2 2 2 2
General
methodology*
2 1 2 1 2 1 2 1 2 1
Educational
methode*
4 4 4 4 4
Methodologyexam* 1 1 1 1 1
48 49
classical music year 4
Year 4 4 4 4 4
Semester I II I II I II I II I II
Mainsubject Song Stringinstru-
mentswind
instruments
Percussionists Harp,piano,
organ
Clavichord
main subject
Mainsubject 26 26 24 25 25 25 26 27 24 25
Masterclasses/
workshopsreper-
toireandperform-
ancepractice
1 1 1 1 1
Correpetition 1 1
Ensembleandduo
play
2 1 2 1 2 1 2 1 2 1
Continuoplay 2 2
Chamberor-
chestra,bigwind
ensembleand
projects
2 1 4 2 2 1 2 1 2 1
Percussionen-
semble
1 2
general subjects
Themusicianasan
entrepreneur
op-
tional
op-
tional
op-
tional
op-
tional
op-
tional
op
tional
op-
tional
op-
tional
op
tional
op-
tional
50 51
Jazz music year 1
Year 1 1 1
Semester I II I II I II
Mainsubject Piano Vocals Other
main subject
Mainsubject 13 13 11 11 11 12
MasterclassUSA-teacher 2 1 1 2 1
Minorsubjecttechniques 2 3 2 3 2 3
Stageexperience 2 1 2 1 2 1
Ensembles 2 3 2 3 2 3
Professionalorientation 2 2 2
Choir 2 1
general subjects
Solfège 1 2 1 2 1 2
Basictheory 1 1 1 1 1 1
Practicaltheory 2 2 2 2 2 2
Historyclassicalmusic–
introduction
1 1 1
Historyjazzmusic 2 2 2
ListeningSessions 1 1 1 1 1 1
Pianopracticalclass 2 1 2 1
IntroductionICT 1 1 1 1 1 1
Jazz music year 2
Year 2 2 2
Semester I II I II I II
Mainsubject Piano Vocals Other
main subject
Mainsubject 10 11 10 9 9 9
MasterclassUSA-teacher 2 1 1 2 1
Minorsubjecttechniques 3 2 3 2 2 3
Stageexperience 2 1 1 1 2 1
Ensembles 2 3 2 3 2 3
Choir 1 1
general subjects
Solfège 2 1 2 1 2 1
Basictheory 1 1 1 1 1 1
Practicaltheory 2 2 2 2 2 2
50 51
Historynon-westernmusic–intro-
duction
1 1 1
ListeningSessions 1 1 1 1 1 1
Pianopracticalclass 2 1 2 1
Themusicianasanentrepreneur 2 2 2
teaching subjects
Internalteachingpracticeperiod* 3 3 3
Generalmethodology* 2 1 2 1 2 1
Professionalmethodology* 2 1 2 1 2 1
* Followingtheteachertrainingcourseinstrumental/vocalisoptional.Iftheteachingsubjectsarenotchosen,thecreditpoints
relatedtotheteachingsubjectswillbeaddedtothemainsubject.Additionalassignmentsshouldbemadeforcompensation
purposes.
Jazz music year 3
Year 3
Semester I II
main subject
Mainsubject 9 9
MasterclassUSA-teacher 2 1
Minorsubjecttechniques 2 3
Stageexperience 1 2
Ensembles 2 3
general subjects
Solfège 2 1
Practicaltheory 2 1
Arranging 2 1
ListeningSessions 1 1
Themusicianasan
entrepreneur
Optional optional
teaching subjects
Externalpermanentandblock
teachingpractice*
5 1
Projectteachingpractice* 2
Generalmethodology* 2 1
Educationalmethod* 4
Methodologyexam* 1
*Followingtheteachertrainingcourseinstrumental/vocalisoptional.Iftheteachingsubjectsarenotchosen,thecreditpoints
relatedtotheteachingsubjectswillbeaddedtothemainsubject.Additionalassignmentsshouldbemadeforcompensation
purposes.
52 53
JazzMusicyear4
Year 4
Semester I II
main subject
Mainsubject 19 20
MasterclassUSA-teacher 2 1
Minorsubjecttechniques 2 3
Stageexperience 2 1
Ensembles 2 3
general subjects
CompositionarenaJazz 2 1
Arranging 1 1
Themusicianasanentrepreneur Optional optional
52 53
norwegian music Academy
undergraduate study programme and course units
Courses(inECTS-credits) Year1 Year2 Year3 Year4
MainInstrument 21-30 21-30 37-41 37-41
Forum 3-4,5 3-4,5 3-4,5 3-4,5
Improvisation 3-4,5 4,5
ChamberMusic 6-9 3-9 3-9
Orchestra 6 6 6 6
ChamberOrchestra 6
Piano,SecondaryInstrument 3 3 6
InductionCourse,NorwegianFolkMusic 0
OccupationalPhysiology 1,5
AuralTraining 6 6
HistoryofMusic 6 6
Analysis 3 3
Harmony 6 6
Instrumentation 6
MusicPerformanceandCommunicationSkills 1,5 3
subjects for special instruments:
recorder:
Harpsichord/Figuredbass 6
guitar:
Interpretation 3 3
Ensemble/Duo 3 6 6
PracticalHarmony 6
harpsichord:
Continuo 6 6
Piano:
Accompaniment 9
PracticalHarmony 6
RehearsalTechnique 3
OptionalSubjects 6 6
percussion:
PercussionEnsemble 4,5 4,5 4,5 4,5
54 55
vocal:
Choir 6
AnatomyandVoicePhysiology 3
SeminarinCommunicationSkills 1,5 1,5 3 3
Choir 6
DramaIandII 3 3 3
Phonetics 3 3
Rhythmics 1,5 1,5 1,5 1,5
Song/LiedSeminar 6 6
OratorioSeminar 6
VocalEnsemble 6
OperaSeminar 6
TextAnalysis 4,5
postgraduate study programmes and course units
music performance with emphasis on a special subject
Courses(inECTS-credits) Year1 Year2
MainSubject
MainInstrument(vocal)andinterpretation 30 30
Thesis 15 15
SupportingSubject
Research-training,literature 6
OptionalSubjects 12 12
advanced solo studies
Courses(inECTS-credits) Year1 Year2
PrincipalInstrumentandInterpretationSeminars 45 45
Seminars 6 6
OptionalSubjects 9 9
54 55
orchestral conducting
Courses(inECTS-credits) Year1 Year2
OrchestralConducting/ConductingTechnique 30 30
Piano 1,5 1,5
MusicalAesthetics 6
ScorePlaying/Reading 4,5 4,5
Auraltraining 6
Orchestration 6
OptionalSubjects 15 15
chamber music with principal study
Courses(inECTS-credits) Year1 Year2
ChamberMusic 22,5 22,5
PrincipalInstrument 28,5 28,5
InterpretationSeminars * *
MusicPerformanceandCommunicationSkills 6
Seminars 6 6
choral conducting
Courses(inECTS-credits) Year1 Year2
ChoralConducting 9 9
ChoralDidactic 22,5 22,5
ChoralPractice 0 0
WrittenAssignement/MethodCourse/Tuition 9
VocalTuition 3 3
ChoralSinging 4,5 4,5
OrchestralConducting 4,5 4,5
AuralTraining 6 6
ScorePlaying/Analysis 6
Harmony/Arranging/Instrumentation 6
Seminars:
StageManagementforChoir 0
PerformancePractice 0
DidacticforChildren’sChoir 0
Phonetics 0
56
diploma course in composition
Courses(inECTS-credits) Year1 Year2
major subjects 45 45
Composition
Diplomathesis
Specialproject
Compositionforum 4,5 4,5
optional subjects 10,5 10,5
postgraduate course for pianists in accompaniment/chamber music
Courses(inECTS-credits) Year1 Year2
main subject 45 45
Repertoire
Specialisation
supporting subjects
Orchestralarrangements(Innstudering) 12
PrimaVista 3
GeneralSeminar(Emneseminar) 6
optional subjects 9
Differfromyeartoyear
Association Européenne des Conservatoires,Académies de Musique et Musikhochschulen (AEC)PO Box 805 NL-3500AV Utrecht The Netherlands
Tel +31.302361242 Fax +31.302361290Email [email protected] Website www.aecinfo.org