Music Education for All: The raison d’être of Music Schools
Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact ex...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-05-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/8/2/66 |
| _version_ | 1798025880272896000 |
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| author | Baikune De Alba Maravillas Díaz-Gómez |
| author_facet | Baikune De Alba Maravillas Díaz-Gómez |
| author_sort | Baikune De Alba |
| collection | DOAJ |
| description | Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain), where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country. |
| first_indexed | 2024-04-11T18:26:03Z |
| format | Article |
| id | doaj.art-16999ce95b1c439da99de2138e083317 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-11T18:26:03Z |
| publishDate | 2018-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-16999ce95b1c439da99de2138e0833172022-12-22T04:09:36ZengMDPI AGEducation Sciences2227-71022018-05-01826610.3390/educsci8020066educsci8020066Music Education for All: The raison d’être of Music SchoolsBaikune De Alba0Maravillas Díaz-Gómez1Department of Music, Visual Arts and Physical Education, Faculty of Education-Bilbao, University of the Basque Country, Bº Sarriena 48940 Leioa, SpainDepartment of Music, Visual Arts and Physical Education, Faculty of Education-Bilbao, University of the Basque Country, Bº Sarriena 48940 Leioa, SpainMusic schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain), where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country.http://www.mdpi.com/2227-7102/8/2/66music schoolseducation and societylifelong learningnon-formal education |
| spellingShingle | Baikune De Alba Maravillas Díaz-Gómez Music Education for All: The raison d’être of Music Schools Education Sciences music schools education and society lifelong learning non-formal education |
| title | Music Education for All: The raison d’être of Music Schools |
| title_full | Music Education for All: The raison d’être of Music Schools |
| title_fullStr | Music Education for All: The raison d’être of Music Schools |
| title_full_unstemmed | Music Education for All: The raison d’être of Music Schools |
| title_short | Music Education for All: The raison d’être of Music Schools |
| title_sort | music education for all the raison d etre of music schools |
| topic | music schools education and society lifelong learning non-formal education |
| url | http://www.mdpi.com/2227-7102/8/2/66 |
| work_keys_str_mv | AT baikunedealba musiceducationforalltheraisondetreofmusicschools AT maravillasdiazgomez musiceducationforalltheraisondetreofmusicschools |