The development of music education in the selected European countries in the 21st century

Abstract

The article under consideration presents the analysis of Music education at its different educational stages (preschool, basic school and higher education) in European countries, in particular: Finland, Germany and Sweden. In the research process, it was clarified that the abovementioned countries are working actively to enhance the development of this education field, which is implemented via permanent financial support, perfecting the education system, securing its availability for the entire population, the existence of the appropriate programmes targeted at shaping a multitasking and artistic personality.

The characteristics of Music education structure and its organising principles in the aforementioned countries were accomplished. It was determined that Music education starts at the preschool age. In each of the countries under consideration, the preference is given to integrative teaching modes. Education programmes of the abovementioned countries are focused on the grasp and deepening of the knowledge of native and world Music culture, solfeggio, elementary Music theory (Germany); introduction to contemporary Music Art patterns (Sweden); the development of children’s music skills via involving into playing musical instruments, and choral singing. The effectiveness of implementing the objectives is secured due to the number of hours dedicated to learning the discipline under consideration.

The key aspects of organising the multilevel Music and Pedagogical education in each country were clarified. It was revealed that within the process of training the future Music Art teachers, special significance is given to obtaining practical skills in their work with young learners. Within the education course students have an opportunity of perfecting their musical instruments playing skills, solo and choral singing skills, deepening their knowledge of Music theory and history, Music didactics. Large focus is given to pedagogical practice available at all the stages of studying in higher educational institutions and contributing to shaping the occupational skills of teaching the abovementioned discipline, as well as the future teachers’ artistic/creative skills due to their participation in music projects.

Separate recommendations referring to perfecting the system of native Music education within the framework of European tradition/experience in this field, as well as continuing the research within the aspect of comparative analysis of European and Ukrainian specialised Music education systems were formulated.