MUSIC EDUCATION IN GREECE

Greece is a residential parliamentary republic with the prime minister and cabinet playing the major role in the political process. Education is dependent on the minister of education who follows governmental policies. Thus, educational policy in Greece is largely affected by the frequent changes in education ministers, as there is no consistent educational policy followed by different education ministers and governments irrespectively. Further information can be found here.

II. School System and Structure

Almost 95% of Greek schools are public while most of the private schools are maintained by the private sector. The Greek school structure is:

· Secondary education – Gymnasium or middle school (3 years) and Lyceum or high school (3 years)

Primary education (compulsory)
Nursery school	Age 4-6 (compulsory for age 5-6 only)
Primary School	Year 1 (ages 6-7) to Year 6 (age 11-12)
Secondary education
Gymnasium (or middle school): general, musical, ecclesiastical, physical education, special	Year 1 (age 12-15) to year 3 (age 14-15) (compulsory education)
Lyceum (or high school): general, musical, ecclesiastical (self sufficient & autonomous)	Year 1 (age 15-16) to year 3 (age 17-18) (non-compulsory)
Final examinations for entry at university level take place at the end of secondary education, after 13 years of schooling.

The curricula and timetable for primary and secondary education are drawn up and proposed to the ministry of education (YPEPTH) by the pedagogical institute (PI). Since 1998-1999 the curricula for primary and secondary education have been considered as part of a single philosophy which has led to the establishment of the “Uniform Curriculum Framework for Primary and Secondary Education”. Specifically curricula constitute

· the material to be taught at each level is proportional to the requirements of the timetable and the learner's abilities to assimilate. It is structured in individual units and subjects.

· indicative directions concerning the method and means of teaching for every unit or subject.

The curricula, especially those for the nine years of compulsory schooling, have internal coherence and a uniform development of their content. Textbooks for pupils and teachers are based on the curricula. Curricula are developed on six levels, one for each of the six years of primary school (further information on the cross thematic curriculum framework for compulsory education can be found here).

III. Music Education in Schools

Music is a compulsory subject from nursery to middle school. Music is not taught at high schools due to pressure on curriculum time to prepare learners for university entry examinations. Whilst music is compulsory, the availability of music teachers or the teacher’s knowledge and confidence to teach music is a factor in the success, or not, of delivery.

In nursery schools the class teacher is fully responsible for teaching music, which is part of aesthetic education including music, art and drama. In the vast majority of primary schools music is taught by music specialists. In all secondary schools, learners are taught music only by music specialists.

In primary schools, music is taught two lessons per week for 45 minutes. In secondary schools, music is taught one lesson per week for 45 minutes.

IV. Music Curricula

The weight given to music can be seen on the chart below, in which music as part of aesthetic education takes only 9% of the total curriculum time given to all the other subjects.

Music competences are mentioned with more or less weight in all curricula. The general range of activities and learning fields includes specific “Learning Outcomes” for four different age levels referring to seven years old, end of primary, end of general compulsory schooling and the end of secondary II. However, since music takes place up to the end of high school reference will only be made to the specific goals and content for music.

Content guiding principles for music in the Greek curriculum

General goals (knowledge, skills, attitudes and values)

1st Level (preschool, 1^st and 2^nd year of primary school / age 4-7)

Performing: controlling sounds made by the voice and a range of instruments

· Learn to appreciate and enjoy music

· Identify sounds and relate them to pictures from nature, i.e. animal sounds, urban working environment

· Play a variety of simple instruments and control the sounds they make; perform simple rhythmic and melodic patterns

· Sing songs in groups and as a class

Composing: creating and developing musical ideas

· Explore, create, select and organize sounds in simple structures

· Record the compositions for later recall, using symbols and recording equipment

Evaluating: responding and revising

· Listen attentively to various kinds of music and identify basic musical elements using basic music vocabulary

Listening and applying knowledge

· Listen attentively, internalize and recall sounds

· Structure and use expressively the basic musical elements: pitch, duration, dynamics and tempo

2nd Level (3^rd-6^th year of primary school / age 8-12)

Performing: controlling sounds made by the voice and a range of instruments

· perform more sophisticated rhythmic patterns, using musical symbols

· Sing songs and play music from different times and cultures

Composing: creating and developing musical ideas

· Invent and develop musical ideas with a simple structure

· Compose and record music, using musical symbols.

Evaluating: responding and revising

· Listen attentively to various kinds of music

· Identify basic musical elements with increasing accuracy

· Justify their music preferences, using simple terms

Listening and applying knowledge

· Listen attentively, internalize and re-call sounds with increasing music memory

· Explore, select, order sounds and make expressive use of some of the musical elements, including pitch, duration, dynamics and tempo; create compositions that have a simple structure

· Realize that music can be produced from a wide range of sources and can be recorded in and communicated through conventional staff notation

· Identify ways in which music creation and expression are influenced by time and place

3rd Level (1^st-3^rd year of high school / age 12-15)

Performing: controlling sounds made by the voice and a range of instruments

· Play a variety of music from conventional staff notation; sing and play a more sophisticated music repertoire individually, in pairs, in groups and as a class

· Develop the ability to listen to other performers while singing songs in two parts or playing pieces which have several parts (part-singing and playing);

· Plan, present and evaluate their own work

Composing: creating and developing musical ideas

· Improvise, compose and revise rhythmic and melodic ideas in pairs, groups or individually

· Develop an understanding of harmony and refine students’ ability in part-singing

· Evaluate and revise their compositions

Evaluating: responding and revising

· Recognize and identify musical elements, including long rhythmic and melodic patterns, in a wide range of vocal and instrumental music

· Display knowledge of music from different musical traditions

Listening and applying knowledge

· Listen, recognize, internalize and recall sounds

· Identify ways in which musical creation and performance is influenced by the environment in which music takes place

· Identify the resources, the conventions and the process of composing music, including the use of information technology, conventional staff notation and other kinds of notation

V. Critical Comment and Future Development

Since the year 1998 the curricula for primary and secondary education have been part of a single philosophy which is applied by the establishment of the uniform curriculum framework for primary and secondary education. There is increased interest in supporting music teaching in schools through textbooks created with EU funds. Whilst textbooks for secondary have been available for some time, textbooks for primary have just been released since 2008 to support the music educational processes in schools.

I. Political Framework

II. School System and Structure

III. Music Education in Schools

IV. Music Curricula

V. Critical Comment and Future Development