Social support as a mediator for musical achievement

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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Hindrances to recognition in Finnish music schools

International Journal of Music Education ◽

10.1177/0255761420986223 ◽

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.

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Merit-based exclusion in Finnish music schools

International Journal of Music Education ◽

10.1177/0255761419843990 ◽

2019 ◽

Vol 37 (3) ◽

pp. 425-439 ◽

Cited By ~ 1

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.

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Non-Formal Musical Education in the Context of Children’s Experiences: Involving or Limiting?

Pedagogika ◽

10.15823/p.2018.09 ◽

2018 ◽

Vol 129 (1) ◽

pp. 126-141

Author(s):

Asta Kriščiūnaitė ◽

Diana Strakšienė ◽

Remigijus Bubnys

Keyword(s):

Music Education ◽

Teaching And Learning ◽

Research Data ◽

School Students ◽

Universal Education ◽

Music School ◽

Musical Education ◽

School Identification ◽

Education Design ◽

Education Process

The article deals with analysis of experiences of music school students through focusing on the threat of involvement and discrimination (in the context of the problem of political and practical dualism) by employing the conception of universal education design. Analysis of the research data revealed students’ primary experiences in music school, identification of teacher’s behavior in the process of teaching and learning which significantly contributed to (non-)involvement and (non-)limitation of students as well as manifestation of formal assessment in the education process. Summing up, an assumption is drawn that non-formal music education of children is still incapable of full-fledged involvement of children and prevention from discrimination while meeting their individual needs; however, it aims at higher integration of children into the system, i.e. not to adjust the system to the learners but rather to adapt the learners to the system.

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

Czasopismo Techniczne ◽

10.37705/techtrans/e2021028 ◽

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.

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