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meNet Learning Outcomes in 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.

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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).


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meNet Learning Outcomes in Music Teacher Training

  • The Context of Learning Outcomes

  • Music Education Network (meNet)

  • Formulating the meNet Learning Outcomes

  • Explaining the current version

  • Discussion


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Cultural Diversity in Europe – Variety of Music Education

Klangnetze – AT

Musical Futures - UK

Primary Schools of Arts – SK

Choir Clases – EE

„Musicologie“ – FR

Performance – SI

Bläserklasse - DE


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Unity

Diversity

standards/standardising

regional/institutional/individualdifferences

The Context: European Policy = Fields of Tension


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Unity

Diversity

standards/standardising

regional/ institutional/individual differences

generallyregulatedcompetencies

individual waysof learning

The Context: European Policy = Fields of Tension


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The Copenhagen Process Vocational Education and Training

The Bologna Process Towards the European Higher Education Area


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  • 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


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The Context: Reference Documents

European Qualification Framework (EQF)

Dublin Descriptors

AEC Learning Outcomes for Musicians


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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” …


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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


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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


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The Project: Music Education Network (meNet)

meNet as a COMENIUS Network

Countries / Active Partners / Associated Partners / Target Groups

Topics / Working Groups

www.menet.info


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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


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meNet Partnership

 11 European Countries

 26 Active Partner Institutions

 90 Associated Partner

  •  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


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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

 Lifelong Learning

 Examples of Practice in context

 meNet Learning Outcomes in Music Teacher Training

www.menet.info


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Working process & context

  • Situated knowledge

  • Issues of language/philosophy

  • Understanding and respecting difference

  • Issues of level, scope and structure for formulation


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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.


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  • 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.


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  • 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.


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  • 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


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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


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Discussion

  • Integration

  • Application

  • Adaptation

  • Unity AND diversity


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Integration

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


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Application

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


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Adaptation

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


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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.


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„Lernergebnisse in derMusiklehrerbildung“

Ein abenteuerlicher Versuch, Orientierungspunkte für die Musiklehrerbildung in Europa über die institutionellen, regionalen und nationalen Unterschiede hinweg zu formulieren

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


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