scholarly journals Merit-based exclusion in Finnish music schools

2019 ◽  
Vol 37 (3) ◽  
pp. 425-439 ◽  
Author(s):  
Heidi Elmgren
Keyword(s):  
Young People ◽  
Learning Opportunities ◽  
School Students ◽  
Music School ◽  
Music Schools ◽  
Children And Young People ◽  
Implicit And Explicit ◽  
Fact Learning ◽  
Autumn And Winter

In this article I analyse merit-based exclusion in Finnish music schools for children and young people. I base my study on my earlier research on meritocracy and written data collected online from current and former music school students in the autumn and winter of 2015–2016. I am able to show there are implicit and explicit merit-based hierarchies in the music school. Hierarchies and exclusion are shown to be connected to the institution’s meritocratic features. As the hierarchies are merit-based, it is hard to question them. The hierarchies justify excluding students from certain practices such as performances. These practices are in fact learning opportunities, as has been established by earlier research. In addition to this, the hierarchies also influence students’ views of their potential and this, combined with limited learning opportunities, hinders their development. The hierarchies thus produce self-fulfilling prophecies of the students’ advancement. This is how the meritocratic system can in fact produce the failure it pretends only to reflect.

scholarly journals Hindrances to recognition in Finnish music schools

2021 ◽  
Vol 39 (2) ◽  
pp. 202-217
Author(s):  
Heidi Elmgren
Keyword(s):  
Main Issue ◽  
School Students ◽  
Music School ◽  
Music Schools ◽  
Written Texts ◽  
Different Types

This article examines recognition relations between students and teachers in Finnish music schools. The research is based on written texts by music school students. The texts are analysed for difficulties in recognition relations, namely, hindrances to recognition in music schools. In the texts, some of the respondents describe situations that can be analysed as hindrances to recognition. The author analyses four different types of recognition-related problems in the data, the main issue being a tension between caring for people (respecting them) and promoting musical values (emphasising esteem). In addition to discerning problems, the article attempts to alleviate this tension. This might be achieved if different kinds of excellence, rather than just one, were to be developed in music schools. Students’ different abilities and motivations might then have a chance to emerge. Caring for people in the context of studying music would mean helping them to find the musical values they can and want to promote.

Plan of work of a social teacher in a school for suicide prevention

2021 ◽  
Vol 47 (2) ◽  
pp. 67-78
Author(s):  
I. Khalitova ◽  
◽  
N. Atemkulova ◽  
Keyword(s):  
Young People ◽  
Primary School ◽  
Suicide Prevention ◽  
Small Schools ◽  
Deviant Behavior ◽  
Preschool Age ◽  
Primary School Students ◽  
School Students ◽  
Children And Young People ◽  
The World

According to the suicidal state in the world, Kazakhstan ranks third after China and Russia. This situation among children and young people gives reason to think about the education of children in preschool age, especially in primary school. Starting from the youngest years, it is necessary to instill in their consciousness and sense of valuing their own life and the lives of others. In order to focus the attention of social educators on this problem, we offer a plan of work with students and their parents. An important way to overcome suicide and deviant behavior among adolescent children is, firstly, to provide preschool organizations with social teachers; secondly, to work with primary school students, to strengthen a separate social teacher; thirdly, to include an event on the prevention of suicide and deviant behavior among students in the work plan of a social teacher of small schools.

scholarly journals ONLINE AT RISK! ONLINE ACTIVITIES OF CHILDREN IN DORMITORIES: EXPERIENCES IN A CROATIAN COUNTY

2020 ◽  
Vol 11 (4) ◽  
pp. 54-79
Author(s):  
Lucija Vejmelka ◽  
Roberta Matkovic ◽  
Davorka Kovacic Borkovic
Keyword(s):  
High School Students ◽  
Young People ◽  
Virtual Environment ◽  
Internet Addiction ◽  
Quantitative Research ◽  
Well Being ◽  
Subjective Well Being ◽  
School Students ◽  
Children And Young People ◽  
Research Findings

The virtual environment available through the internet is an important domain of children’s subjective well-being. Widespread usage of information technology brings risks as well as benefits, a topic now under intensive study by professionals in multiple fields. To date there has been a lack of research about the experiences of children from group accommodation settings when navigating the virtual environment. The main goal of the present study, which involved 510 high school students living in dormitories in Split-Dalmatia County, was to determine and document patterns of internet usage and internet addiction, and to examine another internet behavior, cyberbullying. Our results show that 3.73% of the children we studied manifested a severe level of internet addiction, while about one third took part in cyberbullying as victim, perpetrator, or both. An important finding is that children involved with cyberbullying have significantly higher levels of internet addiction, suggesting a relationship between these phenomena. In the second, qualitative, phase of the study, the quantitative research findings were discussed with children, parents, teachers, and staff. Our results enable a better understanding of young people`s behaviors in the online world, and could contribute to the development of educational programs for children and young people and the promotion of evidence-based practice in dormitory settings.

Rehearsal rooms in the context of norwegian standard ns 8178:2014

2021 ◽  
Vol 2021 (1) ◽  
pp. 1-7
Author(s):  
Karolina Warzocha ◽  
Keyword(s):  
Power Level ◽  
Daily Practice ◽  
Sound Level ◽  
School Students ◽  
Music School ◽  
Music Schools ◽  
Small Practice ◽  
Concert Halls ◽  
Small Ensemble ◽  
Acoustic Conditions

Music school students spend much more time rehearsing than performing in concert halls. Individual and small ensemble exercises are a major part of daily practice. The aim of the article is to verify whether the areas of rehearsal rooms given in functional programs attached to architectural contests for music schools, are sufficient to provide required acoustic conditions inside the chamber such as sound power level (SPL) and reverberation time (RT) which is preferred by musicians. The Norwegian Standard NS 8178:2014 was used to calculate the sound level generated by instruments. In this paper, the author will focus on small rehearsal rooms dedicated to individual practice and small practice groups of two or three members.

scholarly journals Social support as a mediator for musical achievement

2015 ◽  
Vol 46 (2) ◽  
pp. 300-308 ◽  
Author(s):  
Anna Antonina Nogaj ◽  
Roman Ossowski
Keyword(s):  
Social Support ◽  
Detailed Analysis ◽  
School Students ◽  
Music School ◽  
Music Schools ◽  
Musical Education ◽  
Theoretical Part ◽  
Support Level ◽  
Musical Achievement ◽  
Artistic Career

Abstract This article focuses on the issue of social support received by students of music schools in the context of their musical achievements. The theoretical part of this article contains the characteristics of factors related to the musical achievements of students; the support they receive from their environment is essential for their success in the process of musical education and their subsequent artistic career, in addition to their musical abilities and traits of personality. The research part is devoted to detailed analysis of the support level received by music school students and its correlation to their level of musical achievement. Social support is analysed with a view to its structure, distinguishing the following kinds of support: emotional, evaluative, informative and instrumental received from people who are significant to the music school student and indicates the essential presence of support in the process of musical achievement. Moreover, as part of the presentation of the study, the authors introduce their original tool for measuring social support tailored to the realities of music schools - the Scale of Social Support of the Students of Music Schools (Gluska, 2011). This tool may be applied in the work of educational psychologists and teachers in music schools.

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