meNet Learning Outcomes in Music Teacher Training

meNet Learning Outcomesin Music Teacher Training

Sarah Hennessy, Exeter (UK), Adri de Vugt, The Hague (NL)

Franz Niermann, Vienna (AT), Isolde Malmberg, Vienna (AT)

RIME, Exeter (UK), April 2009

This project has been funded with support from the European Commission and co-funded by the Austrian Ministry of Science and Research (BMWF).

meNet Learning Outcomes in Music Teacher Training

1. The Context of Learning Outcomes

2. Music Education Network (meNet)

3. Formulating the meNet Learning Outcomes

4. Explaining the current version

5. Discussion

Cultural Diversity in Europe – Variety of Music Education

Bläserklasse - DE

Klangnetze – AT

Choir Clases – EE

„Musicologie“ – FR

Primary Schools of Arts – SK

Musical Futures - UK

Performance – SI

The Context: European Policy = Fields of Tension

Unity Diversity

standards/standardising

regional/institutional/individual

differences

The Context: European Policy = Fields of Tension

Unity Diversity

standards/standardising

regional/ institutional/individual differences

generallyregulated

competencies

individual waysof learning

Initiatives for the development of the „Idea of Europe“ = „unity in diversity“

The Lisbon-Strategy

The Working Program

The Copenhagen Process Vocational Education and Training

The Bologna Process Towards the European Higher Education Area

Initiatives concerningSchools and Teacher Training:

Discussions around „Competences“ and „Standards“ concerning teaching and learning in schools

Consultation process concerning„Schools for the 21. century“ EAS/meNet statement

„Learning Outcomes“ for Teacher Training

The Context: Reference Documents

1. European Qualification Framework (EQF)

2. Dublin Descriptors

3. AEC Learning Outcomes for Musicians

European Qualification Framework (EQF)

Commission Staff Working Document: “Towards a European Qualification Framework for Lifelong Learning” (2005/2008)

Definitions of e.g. “Learning and Learning Outcomes”, “Competence”, “Qualification”, “Knowledge”, “Skills” ,“Quality assurance” …

Dublin Descriptors

Working Document on JQI meeting in Dublin 2004:“Shared ‘Dublin’ descriptors for the Bachelor’s, Master’s and Doctoral awards”

… formulates common European general abilities of graduates, orientated on the Bologna 3-cycles structure

AEC Learning Outcomes for Musicians& Polifonia/Dublin Descriptors

Learning Outcomes for “musical studies undertaken in the context of Higher Education that have a primary focus upon students’ practical and creative development”

… the most important basic document for the concrete work on the meNet LOs

The Project: Music Education Network (meNet)

1. meNet as a COMENIUS Network

2. Countries / Active Partners / Associated Partners / Target Groups

3. Topics / Working Groups www.menet.info

meNet as a COMENIUS Network

meNet is a COMENIUS-3-Network, funded by the Socrates program, 10/2006 – 9/2009

The full name: “Music Education Network: The European Network for Communication and Knowledge Management in the field of Music Education”

meNet has been initiated and is supported by the European Association for Music in Schools (EAS)

www.eas-music.net

www.menet.info

meNet Partnership

11 European Countries

26 Active Partner Institutions

Target Groups • Ministries, cultural bodies, education authorities, committees and institutions• All types of primary and secondary schools providing general education• All types of teacher training institutions• Associations and other organizations involved in music education

90 Associated Partner

meNet Topics & Working Groups

COMENIUS 1 & 2 projects in Music Education

Music Education in the School Systems of the European Countries

Music Teacher Training in the different institutions in EU Countries

Examples of Practice in context

meNet Learning Outcomes in Music Teacher Training

www.menet.info

Lifelong Learning

Working process & context

Situated knowledge

Issues of language/philosophy

Understanding and respecting difference

Issues of level, scope and structure for formulation

Activity

Initial small scale survey to determine detail of MTT courses in 7 countries: England, Greece, The Netherlands, Portugal, Slovenia, Spain and Sweden.

Great range of conditions:e.g. freedom and constraint; academic ‘location’; relationship to schools; balance (and integration) of artistic and pedagogic.

Starting points for formulation

Learning outcomes can be seen as a set of knowledge, skills and/or competences.

Learning outcomes are statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning.

Starting points (contd):

They are conceived at one level and apply to the point at which a teacher is formally certified as a teacher.

They apply to all types of teacher training institutions.

They take a position.

We have combined skills and knowledge, since we consider that knowledge is not a solitary factor. We aim to express what knowledge means in the context of music teaching.

We have combined musical and didactic knowledge and skills as the musical expertise is contextualised by teaching music.

Combining instead of separating terms

The use of meNet LO’s

Contribution to a more intensive round of deliberation and discussion on issues relating to the training of music teachers

Tool for the modification of curricula

A highly representative document in terms of a European synopsis

An open ended process

Discussion

Integration

Application

Adaptation

Unity AND diversity

Integration

The development of musical and artistic expertise can’t be seen as separate from didactic and pedagogical development.

Application

Deciding which knowledge has to be learned derives from decisions about what is relevant and applicable.

Adaptation

Music teachers have to take into account the learners’ aims and interests instead of offering a prescribed curriculum.

Unity AND Diversity

The document emphasises the importance of Europe as a unity ANDencourages diversity, i.e. to find ways suitable for individuals, institutions, regions etc.

Adri de Vugt, The Hague (NL) [email protected]

Sarah Hennessy, Exeter (UK) [email protected]

Isolde Malmberg, Vienna (AT) [email protected]

Franz Niermann, Vienna (AT) [email protected]

www.menet.info

„Lernergebnisse in derMusiklehrerbildung“

Ein abenteuerlicher Versuch, Orientierungspunkte für die Musiklehrerbildung in Europa

über die institutionellen, regionalen und nationalen Unterschiede hinweg zu formulieren