Music education innovations as a condition for development of non-formal education: learning in a group
2020
Gabnyte, G., Lithuanian Academy of Music and Theatre, Vilnius (Lithuania)
The article presents the expression of music school teachers’ attitude towards education innovations specifically focusing on one of them, i.e. on learning to play an instrument in a group. The author of the article attributes this kind of music education to innovations because individual learning to play an instrument is most common in teaching practice. Today the need of innovation in music education is proved by changing educational goals: education should create the environment, which would imitate real life situations, whereas learning should provide skills that are necessary in everyday life. Such essential skills mean the ability to communicate and collaborate. The aim of the research presented in this article is to identify the attitude towards music education innovations expressed by teachers from music schools, as one of conditions for development of non-formal children education, paying specific attention to peculiarities of learning an instrument in a group. In the first stage of the research, the questionnaire survey aimed to find out the attitude of music school teachers towards the innovation of music education as one of the conditions for the development of non-formal children’s education. It was found that most teachers of music schools in Lithuania do not approve of instrument learning in a group, claiming that learning to play an instrument is only possible through individual teacher − student work. The second stage of the research, using focus interviews, aimed to reveal the peculiarities of learning the instrument in a group, using the views of the teachers applying this innovation in their work. According to the teachers, learning in a group focuses on the process rather than the result: learning in a group students not only play but also listen to music, they get to know music theory, communicate and collaborate. Making music in a group differs from the individual learning in more difficult lesson management, a variety of activities and the need for different teacher’s competencies. The research revealed that the ability to apply the approach of individual learning in parallel with group learning in education is likely give more diversity in music learning, making it more engaging and inclusive.
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