Classroom music is taught in lower secondary school (pupils aged 11-14) and in upper secondary school only in psycho-pedagogical lyceums (for pupils aged 14-19). Instrumental music is also taught in lower secondary schools and in conservatories of music.

Music teacher training for teaching in these schools takes place in universities, in “schools of specialisation for the education of secondary teachers” (SSIS) as a two year course. Training also takes place in conservatories that offer four year music education courses for both general music and instrumental teachers.

Before 2007, music teachers needed a teaching degree in order to qualify as general music teachers for lower and upper secondary schools, while instrumental music teachers only needed a degree in performance. From September 2007 all teachers of music are required to complete a second level degree (Master) in order to obtain qualified teacher status to teach in lower and upper secondary school. Since 2007/2008 the number of students entering music teacher training programmes in universities depends on the available places in each of 20 districts; and in each conservatory the maximum number of students per year is 35. Within the two year teacher training programme in universities, students have about 1000 hours of training which includes university based courses and teaching practice in schools; and teacher training courses in conservatories have about 1200 hours. Students obtain 120 ECTS credits for the qualification.

The curriculum in both types of course involves general courses in pedagogy, school legislation and management, psychology and general didactics. Specific music courses are offered in music pedagogy, music psychology, semiology and sociology of music, vocal and choral training, performance, music history, teaching improvisation and composition, and acquaintance with different musical styles. In the conservatory courses are also provided for instrumental teachers on repertoire, methodology and techniques for instrumental teaching, composing and improvising (see table 1). All students undertake teaching practice and a final thesis. In addition, there are optional courses including foreign language learning. Teaching practice is organised for each student according to general criteria. Each student has a tutor in school and a supervisor who is in charge of about 15 students.

III. Learning and Teaching Approaches

Programmes aim to balance theoretical and practical training. The teaching skills are developed through:

· observation of experienced teachers' work during training;

· analysis and reflection upon teaching methods;

· experimentation with teaching methods, and

· consolidation of one's own practice.

Technology is used to organise lessons and as a teaching tool. Specific software programs are used for writing, composing and playing music.

IV. ASSESSMENT / EXAMINATION

The educational qualification required for entering the Music teacher training programme is a Diploma or a Bachelor’s degree achieved in a conservatory of music plus a diploma achieved in upper secondary school. A musicology degree is also accepted. Entrance exams have to be passed, according to the type of programme; for general music teacher training candidates need to pass written and oral exams, whilst for an instrumental teacher training programme, candidates need to pass musical performance and oral exams. Their acceptance is based on previous qualifications, the entrance exams and on teaching experience and their curriculum vitae.

In terms of assessment, the students have to pass an exam at the end of each course. Exams may be written or oral and for instrumental teachers they might involve musical performance. The criteria set for assessing teaching ability are set by a board made up of all the teachers involved in the programme: the supervisor for the school training (usually a teacher at a music oriented middle school), the tutor and the course coordinator. The board of examiners for each course is made up of the teacher of the course, another teacher and the director of the institution. In the final examination the board of examiners consists of two teachers, the director, the supervisor and a representative from the Ministry of Education. A teacher becomes fully qualified after passing the final exam of the programme. However, in order to be employed by the Ministry of Education and to teach in public schools, each teacher is assessed by a special board at the end of their first year of teaching in school. The university and college do not provide any further in-service training for teachers.

The final thesis in which all music teachers are assessed is based on their teaching practice; the final examination also involves the formulation of a teaching project for music teachers or performance on one’s own instrument, and conducting an ensemble for instrumental music teachers.

V. Current and Future Challenges

Although recent reform has specified that all programmes should, at first, be level (Bachelor) and second level (Master), university staff is not responsible for research and development into new teaching methods and approaches. However, within the Music teacher training course, students and teachers can apply for an Erasmus (or a Leonardo) grant and complete a teaching period for teachers or a study/training period for students.

Appendix

Table 2: Specific courses at the University and the Conservatory

	Conservatory		University
General Area of Education: courses
	12 credits		24 credits
General Courses	General Pedagogy		General Pedagogy
	General Pedagogy		Intercultural pedagogy
	School legislation and management		History of School (with legislation and management)
	General Psychology		Cognitive Psychology
		General Courses	Psychology of Education
			Social Psychology
			Cultural Anthropology
			General Sociology
	General Didactics		Teaching Methodology
Music teaching courses
	35 credits		48 credits
	Common area for music teachers and instrumental teachers		Music teaching courses
Music Theory & Science in music	Musical pedagogy		Music Education: Theory and Methods
	Musical psychology		Psychology of Music and Music development
	Composition and analysis (for music teaching)		Analyses for Teaching
	Arrangement and transcription		Teaching western music
	Choir and instrumental ensemble conducting		Teaching Music history
	Vocal training	Music Pedagogy	Teaching rhythm education
	History of music (for music teaching)		Teaching singing and performance
	Historical and musical research		Teaching Music Listening: ethnic music
	Semiotics of music		Teaching Music Listening: jazz music
	Sociology of music		Teaching Music Listening: pop music
	Reading with voice and at the piano		Teaching improvisation and composition
	Accompaniment		Teaching Music informatics and electro-acoustic
	Harmonisation and transposition at the piano
	(40 credits)		Laboratory area
Artistic field	Specific courses for music education teachers		Theory and technique of music teaching in the classroom - how to schedule musical teaching
	Music Education - Methodology		Laboratory for scheduling didactics
	Improvisation (for music education)		Laboratory of applied teaching
	Composition (for music education)
	Choir repertoire
	Choir singing teaching
	Listening teaching
	History of Music teaching
	Music anthropology
	Body awareness and expression
	Specific courses for instrumental teachers
	Instrumental teaching – Methodology (for all instrumental specialities)
	Improvisation (for instrumental teaching)
	Composition (for instrumental teaching)
	Primary instrument, interpretation, repertoire
	Instrumental teaching – Methodology (for each instrumental speciality)
	Repertoire for instrumental ensemble
	Chamber music
	Body techniques for performance
Optional courses	Optional courses and foreign languages
	Music informatics
	Sound techniques
	Vocal improvisation
	Instrumental improvisation
	History of pop music
	History of jazz music
	Management
	Communication
	Multimedia
	Ethnic music
	Pop music – composition
	Foreign language
	Final exam (programme)
	Music teacher training:
Music Pedagogy Practice	discussion of a thesis prepared on the basis of one’s own teaching practice	Music Pedagogy Practice	discussion of a thesis prepared on the basis of one’s own teaching practice
Music Pedagogy Practice	the formulation of a project out of three proposed by the board of examiners; it has to be done in 48 hours and then discussed with the board	Music Pedagogy Practice	the formulation of a project out of three proposed by the board of examiners; it has to be done in 3 hours and then discussed with the board
	Instrumental Music teacher training
	discussion of a thesis prepared on the basis of one’s own teaching practice
	performance on one’s own instrument and conducting of ensemble (the piece of music is given 3 hours before)

I. Background / Organisation

II. Curriculum

III. Learning and Teaching Approaches

IV. ASSESSMENT / EXAMINATION

V. Current and Future Challenges

Appendix