How does the music teaching take place in our schools?

The debate on the teaching process is the key that opens the door to culture for each society.  For this reason, we are trying to look at some processes related to the methods and pedagogical level of music. If we were to draw a sketch of the problematic panorama of the situation, we would notice that:

-Firstly: The appreciation for the music subject has already come to an end. It’s enough to recall that it is reduced to 1 hour per week.

Secondly: There is a lot of lack of professionalism on the pedagogical corps that is placed to teach the music subject.  There are schools where teachers have no professional training. The methods are old and reduced to learning any song.

Thirdly: The rules of the requirements to deal with the subject are focused on formalism and not on achieving the professional aims of the subject. No matter how much information, events, and inspiration the subject gives to a the students it is not required how many talents were discovered or participated in art events, but statistics are required generally outside the central objective of this subject. A teacher told me that he gets more tired to fill the diary, rather than the didactic process itself.

Thirdly: There is no effective and concrete form of informing, further specializing or updating music teachers. In this request we noticed that not only “training courses” are organized by elements that have not idea on the contemporary forms of music pedagogy, but also that there is a lack of professional developments chain of the subject teachers. If a teacher would have opened a path in specialized centers to this purpose he would have increased his professional performances. He would have increased his economic status becoming much more active in his profession.

Fourthly: Means used in music classes are reduced to a flute or a CD player often provided by the teachers themselves. The only activities are the “concerts” in front of a school in a party where “getting started” is the only result. Fifth: Textbooks reflect old methods and, most importantly, they are reduced to misunderstanding with information and attractive subjects for children so few are the standards that time demands and much less are educational. It should be understood that music is an educational subject of tasting culture and artistic education.

On the other hand, there are teachers who love music subject that inspire students, who are attentive to the talents. There are also wonderful children to be stimulated with the most contemporary forms. Isn’t it the time to re-evaluate this subject in a serious way with the aim of achieving good and healthy tastes and the most valuable cultural information of the generations we are growing?

Nestor Kraja

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1 Response

  1. Anonymous says:

    Për të mos shkuar më tej me shprehjen më absurde se muzikantët nuk kanë titull mësues(apo diplomë të nivelit të dytë në fushën e edukimit) dhe quhen jashtë profilit… ahaaha

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