Preamble [Extract]
The “meNet Learning Outcomes in Music Teacher Training” are a result of the network “Music Education Network (meNet): A European Communication and Knowledge Management Network for Music Education" funded by the European Commission as part of the SOCRATES-COMENIUS programme.
They should be understood as a contribution to the further development of European integration, in which particular importance is to be attached to cultural education. In keeping with the Lisbon Strategy, the Bologna Process related to it and the policy documents produced in the context of the policy framework “Education and Training 2010”, these “meNet Learning Outcomes” are presented with the aim of serving the further development of ideas and concepts in the field of teacher training for music as a school subject. This document aims to aid the intensification and reinforcement of mutual communication, transparency, discussion and Europe-wide understanding. It can also contribute to the further development of study programmes for music teacher training offered at educational institutions of all types in the countries of Europe, in a way that not only places importance on emphasising the regional individuality and focus of each training institution, but also takes the creation of a Europe-wide network into account – as encapsulated in the European idea of “unity in diversity”.
The wording of the “meNet Learning Outcomes” presented is relatively abstract. In general they pertain to the professional work of teachers of music as a school subject, but they expressly do not take the perspective of particular types of schools or levels of education into account, nor do they consider possible completed course segments or whole degree courses as a prerequisite for working professionally as a music teacher. The level of abstraction chosen makes it possible to discuss fundamental issues relating to the competences, knowledge, abilities and skills expected of future music teachers. On the basis of the present “meNet Learning Outcomes” these issues can apply to any type of school and level of education, from preschool to adult education, from learning environments, in which music plays virtually no role, to secondary schools with a particular focus on music.
The “meNet Learning Outcomes” are presented in two languages: English and German. There is no original version, in the process of formulating the statements both languages have been used simultaneously. Discussing and refining learning outcomes in two languages, as we have done, means having in mind a wide range of approaches to learning music, for language always communicates traditions. Sometimes there seem to be slight differences in the formulations in English or German, however, with a closer look, you will recognize that the meaning is the same in both language versions. Therefore both formulations should be taken and used as one document.
In the interests of a discussion that is as stimulating and critical as possible, important aspects in the “meNet Learning Outcomes” have deliberately been presented in the form of a standpoint: for instance, they contain or are based on particular views of music and its importance for today's young people. At the same time, clear opinions on forms of teaching and learning suitable in modern schools, and on the role of the teacher, on the one hand and that of the pupil on the other, are easily recognizable.
The partners of the “music education Network” hope to receive constructive feedback from the discussions on these “meNet Learning Outcomes” and their potential usefulness for reforming course content and curricula. They assume that the revision and further development of these “meNet Learning Outcomes” will be a dynamic and open-ended process.
End of Extract
Download the meNet Learning Outcomes [PDF]
Challenges for ITE comments and questions
This task was very interesting given the different perspectives of the working group (from Austria, The Netherlands and England). It was difficult for me, initially, to understand why anyone would voluntarily want to go down this route but it gradually became clear that the purpose of this document is not to proscribe but to support those who need or want to develop their own framework.
Nowhere else works with learning outcomes (or Standards) to the extent that we do here - either imposed or institutionally generated. In many cases HE courses are only just beginning to develop learning outcomes for individual modules and courses let alone whole programmes. I learned many things - not least how ridiculously minimal our training regime is compared to almost everywhere else on the planet.
It's worth reading the text around the statements - this explains how we set about the task and what informed our approach.
Two questions to consider:
Music Curricula in the UK emphasise creative approaches far more than many European countries - do these statements reflect a good enough balance to be applicable to us?As most training for specialist Music teaching is now through the PGCE route could these (Section A) outcomes be met without the cooperation of UG Music courses?
The document is not set in stone - and we plan to work on outcomes for generalist primary music teaching next year. Please get in touch with your thoughts and comments. (You can use the comments section below or find my email address in the PDF document).
Sarah Hennessy
