Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-23T15:06:55.676Z Has data issue: false hasContentIssue false
  • English
  • Français

Problems with school music in Finland

Published online by Cambridge University Press:  22 September 2010

Mikko Anttila
Get access Rights & Permissions [Opens in a new window]

Abstract

Almost every Finnish child and adolescent takes an interest in music in some form. However, many young people feel dissatisfaction with what music education institutions provide and fail to find them motivating. According to the results of a series of empirical studies, school music education can have a negative effect on many pupils and undermine their musical self-esteem. At the music education institutions where this research was undertaken, music was narrowly defined and there was an absence of contemporary music cultures. Forms of music making were limited and active music listening absent from lessons. Assessment too was a problem with many pupils feeling that the evaluation of their work lacked legitimacy and fairness.

Type
Research Article
Information
British Journal of Music Education , Volume 27 , Issue 3 , November 2010 , pp. 241 - 253
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANTTILA, M. (2004) ‘Comprehensive music teaching’, Scientific Articles IV, 128–133. Riga Teacher Training and Educational Management Academy.Google Scholar
ANTTILA, M. (2005) ‘Focusing on Finnish and Estonian music teacher education’, Kūrybos Erdvės (The Spaces of Creation), 2, 22–32.Google Scholar
ANTTILA, M. (2006a) ‘Musiikin opiskelumotivaatio yläkoulussa ja lukiossa’ [Music learning motivation in the comprehensive and upper secondary school], in Anttila, M. & Juvonen, A. (Eds), Musiikki koulussa ja nuoren elämässä. Kohti kolmannen vuosituhannen musiikkikasvatusta, osa 3 [Music at School and in the Life of Young People. Towards Music Education of the Third Millennium, part 3] (pp. 15–163). Joensuu: Joensuu University Press. In Finnish.Google Scholar
ANTTILA, (2006b) ‘School music education in Finland – Illegal? Perceptions about music teaching and musicality’, Kurybos Erdves (The Spaces of Creation), 4, 70–79.Google Scholar
ANTTILA, M. (2007) ‘Challenges for music studies in class teacher education in Finland’, Kūrybos Erdvės (The Spaces of Creation), 7, 8–14.Google Scholar
ANTTILA, M. (2008) ‘Luokanopettajaopiskelijoiden musiikin ja musiikkikasvatuksen opiskelumotivaatio (Music learning motivation of future class teachers)’, in Anttila, M. & Juvonen, A. (Eds), Luokanopettajaopiskelijat ja musiikki. Kohti kolmannen vuosituhannen musiikkikasvatusta, osa 4 [Music and Future Class Teachers. Towards Music Education of the Third Millennium, part 4]. Bulletins of the Faculty of Education, 4, 157–309. Joensuu: University of Joensuu. In Finnish.Google Scholar
CAMPBELL, P. S., CONNELL, C. & BEEGLE, A. (2007) ‘Adolescents’ expressed meanings of music in and out of school’, Journal of Research in Music Education, 55 (3), 220–236.CrossRefGoogle Scholar
COLWELL, R. (1990) ‘Planning and evaluation: The evaluation dilemma’, in Dobbs, J. (Ed.), Music Education: Facing the Future. Proceedings of the 19th World Conference of the International Society for Music Education Held in Helsinki, Finland (pp. 29–38). University of Canterbury, Christchurch, New Zealand: The Printery.Google Scholar
DRUMMOND, B. (1999) ‘Classroom music teachers and the post-primary curriculum: the implications of recent research in Northern Ireland’, British Journal of Music Education, 16 (1), 21–38.CrossRefGoogle Scholar
ELLIOTT, D. J. (1995) Music Matters. A New Philosophy of Music Education. New York: Oxford University Press.Google Scholar
FLANDERS, N. (1960) Teacher Influence, Pupil Attitudes, and Achievement. Ann Arbor: University of Michigan.Google Scholar
GREEN, L. (2002) How Popular Musicians Learn. Aldershot: Ashgate Publishing.Google Scholar
GREEN, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate Publishing.Google Scholar
HARGREAVES, D. (2005) ‘Within you without you: music learning and identity’, Electronic Musicological Review, 9 (October 2005). http://www.rem.ufpr.br/REMv9-1/hargreaves-engl.html. (Accessed 16 January 2009.)Google Scholar
HARGREAVES, D. & NORTH, A. (2001) Musical Development and Learning: The Interpersonal Perspective. London and New York: Continuum.Google Scholar
HARGREAVES, D. J., WELCH, G., PURVES, R. & MARSHALL, N. (2003) ‘The identities of music teachers’, in Kopiez, R., Lehmann, A. C., Wolther, I. & Wolf, C. (Eds), Proceedings of the 5th Triennal ESCOM Conference, 178–181.Google Scholar
HARLAND, J., KINDER, K., LORD, P., STOTT, A., SCHAGEN, I., HAYNES, J., CUSWORTH, L., WHITE, R. & PAOLA, R. (2000) Arts Education in Secondary Schools: Effects and Effectiveness. Slough: NFER.Google Scholar
JAAKKOLA, E. (1997) ‘Tulos- ja laatuajattelu musiikinopetuksessa’ [Result and quality thinking in music teaching], Finnish Journal of Music Education, 2 (3–4), 78–98. In Finnish.Google Scholar
JUVONEN, A. & ANTTILA, M. (Eds) (2003) Näkökulmia musiikkikasvattajien koulutukseen Suomessa ja Virossa. Kohti kolmannen vuosituhannen musiikkikasvatusta osa 2 [Viewpoints on Music Teacher Education in Finland and Estonia. Towards Music Education of the Third Millennium, part 2]. Joensuu: Joensuu University Press. In Finnish.Google Scholar
KIVINIEMI, K. (2000) Opettajan työtodellisuus haasteena opettajankoulutukselle. Opettajien ja opettajankouluttajien käsityksiä opettajan työstä, opettajuuden muuttumisesta sekä opettajankoulutuksen kehittämishaasteista [The Reality of Teaching as a Challenge to Teacher Training. Teachers’ and Teacher Trainers’ Views on Their Work, Changes in Teachership and Developmental Challenges to Teacher Training]. Anticipatory Project to Investigate Teachers’ Initial and Continuing Training Needs (OPEPRO), Report 14. Helsinki: National Board of Education. In Finnish.Google Scholar
LAMONT, A., HARGREAVES, D. J., MARSHALL, N. A. & TARRANT, M. (2003) ‘Young people's music in and out of school’, British Journal of Music Education, 20 (3), 229–241.CrossRefGoogle Scholar
LOP (2003) Lukion opetussuunnitelman perusteet 2003 [The National Core Curriculum of the Upper Secondary School 2003]. The Finnish National Board of Education. http://www.edu.fi/julkaisut/maaraykset/ops/lops_uusi1.doc. (Accessed 30 March 2009.) In Finnish.Google Scholar
NORTH, A. C., HARGREAVES, D. J. & O'NEILL, S. A. (2000) ‘The importance of music to adolescents’, British Journal of Educational Psychology, 70 (2), 255–272.CrossRefGoogle ScholarPubMed
NORTH, A., HARGREAVES, D. & HARGREAVES, J. (2004) ‘The uses of music in everyday life’, Music Perception, 22 (1), 41–77.CrossRefGoogle Scholar
POP (2004) Perusopetuksen opetussuunnitelman perusteet 2004. [The National Core Curriculum of Basic Education 2004.] The Finnish National Board of Education. In Finnish.Google Scholar
REGELSKI, T. (1998) ‘Schooling for musical praxis’, Finnish Journal of Music Education, 3 (1), 7–39.Google Scholar
SLOBODA, J. A., O'NEILL, S. A. & IVALDI, A (2001) ‘Functions of music in everyday life: An exploratory study using the Experience Sampling Method’, Musicae Scientiae, 5, 9–32.CrossRefGoogle Scholar
SMALL, C. (1998) Musicking. Hanover, NH: University Press of New England.Google Scholar
VIRTA, A. & KURIKKA, T. (2001) ‘Peruskoulu opettajan kokemana’ [Comprehensive school experienced by teachers], in Olkinuora, E. & Mattila, E. (Eds), Miten menee peruskoulussa? [How is the comprehensive school doing?]. Turku: Publications of the Faculty of Education at the University of Turku A, p. 195. In Finnish.Google Scholar
YORK, N. (2001) Valuing School Music: A Report on School Music. London: University of Westminster and Rockschool.Google Scholar