School Principals’ Attitude Toward Music Education In Lithuania

Abstract

The article discusses the approach of school principals towards the improvement issues of music education. The article analyses how school principals evaluate certain aspects related to music education in school. 160 principals from Lithuania and 7 from the USA participated in the research which revealed the conditions, provided to improve the learners’ musical skills in extra-curricular activities. Musicianship in vocal ensembles is highlighted, as well as playing music in instrumental ensemble. The research ascertained if the schools devote sufficient amount of funds to equip music classrooms with teaching (learning) means and if school administration encourages and financially supports initiatives of music teachers in organizing school’s musical life, and conditions created in the school ensure the responsibility of music teachers for the quality of music education. Music teaching (learning) in school is organized purposefully, with the aim to meet not only the learners’ experience and skills, but also their dispositions. The financial base of the general education schools is similar: the insignificant abundance of instrument choice, but however, it is impossible to say that there are no instruments at all. The greater choice of instruments and their quality enables students to achieve better results and strengthens their motivation in the field of musicianship. Therefore, it is necessary for the school principals to support the idea of enriching the inventory of instruments, rather than devoting most of the funds for the implementation of technological innovations.

Keywords: Music educationschool principalsLithuania

Introduction

These days, school principals are facing many new challenges, which they have yet to link to specific purposes of education system and school. As the principal solves complex and sometimes confusing issues, he or she needs a broad range of knowledge to assist in looking at the running of the school from a holistic angle – separate parts of school management’s system cannot be summed up, they must conjointly define the whole system. In such situation, it becomes a challenge for school principals to use their existing competencies. Good working principals must be innovative and open to innovations and changes (Cohen, 2015). The leaders have to initiate the practical changes in the education without getting any support from principals, and even the education initiatives based on the very best wishes are doomed to failure. The positive approach of the school principals towards the music education is also very important, since appropriate microclimate in the school and teacher collaboration create a good medium for the expression of the arts in schools.

The role of art education in revealing the young people’s skills in the 21st century is widely recognized across Europe. The research (Hallam, Creech, & McQueen., 2018; Waldron, Mantie, Partti, & Tobias, 2018; Rauduvaitė & Lasauskienė, 2015) conducted on the potential of art education to enhance the creativity of young people showed the need for the continuous improvement of its quality. Music - an integral part of art education. According to the researchers, Lithuania has successfully developed and operated a unique music education system (Rinkevičius & Rinkevičienė, 2006; Abramauskiene Krasauskiene, Šečkuviene, & Vitkauskas, 2006; Vitkauskas, Abramauskiene, Barisas, Kirliauskiene, & Tarnauskaite-Palubinskiene, 2012). Abundant and significant research and experiments are carried out in Lithuanian general education schools in the field of music education (Balčytis, 2005; Girdzijauskienė, 2004).

Music education in general education schools is a part of coherent Lithuanian system of music education. Therefore, for this system to be maintained and foster it is important to actualize the ideas which today are refered to in European music education field. Most significant of them - the need to change the educational process, based on the individual interests of the pupils, cooperation between the participants of the teaching process, actually implemented initiatives of music teachers, etc. (Gabnytė, 2015). The changing and growing needs of modern society encourage changes and raise new demands for music teachers. Therefore, it is often enquired, which competences should the contemporary music teacher acquire in order to meet the challenges of a changing environment and the demands of the public. By identifying them, it would become possible to improve the process of musical education, study programs, and perfect the liaison between theoretical knowledge transmission and development of practical skills. According to recent researches (Koca, 2017; Lasauskiene & Yang, 2017), the concept of professionalism is constantly changing: the change of professional competence is determined by the learning and the content of learning, unceasing improvement of technology, educational processes, etc. Gapšytė and Bankauskienė (2016) also state that the problem of music teachers’ competency in general education schools is ripe and it is extremely important to start looking for ways to improve the situation. In Lithuania, the strategic aim of education in the state’s education strategy for 2013-2022 years (2014) is to increase the professionalism of teachers. The objective is to strive for professional, constantly improving and effectively working educational communities. While analysing the written scientific literature it becomes clear that there is already done a lot in the music education field, nevertheless, possibilities of music education activities are very often unexpended in general education schools and to disclose the problematic musical aspects there is not enough continuous research. For this purpose the research in general education schools was conducted, which partly helped summarize the features of ongoing music education in schools and figure out how the changes in music education process are understood, modelled and take place.

Problem Statement

While analysing the written scientific literature it becomes clear that a lot has already been done in the music education field; nevertheless, possibilities of music education activities are very often unexpended in general education schools and to disclose the problematic musical aspects there is not enough continuous research. For this purpose, this research in general education schools was conducted, which partly helped summarize the features of ongoing music education in schools and figure out how the changes in music education process are understood, modelled and taking place.

Research Questions

The research was guided by the following questions:

• What is the school principals’ attitude to conditions created in general education schools for the improvement of musical skills, to provision of teaching (learning) tools in music classrooms, to the motivation of teachers to organize musical events?

• Does the school create conditions for ensuring music teachers’ responsibility for the quality of music education?

• Are the learners properly prepared for further music education?

• What is the attitude of heads of the general schools towards the professional competences of music teachers?

Purpose of the Study

The aim of this study was to identify the principals’ of general education schools attitude towards the certain aspects of music education in Lithuania.

Research Methods

The research which was conducted in 2016 - 2017 sampled 160 principals from Lithuania and 7 from the USA. Data was collected using a self-reported questionnaire (according to The State Education Strategy 2013-2022 (2014)). The questionnaire was based on four diagnostic blocks. The questions of the first block were aimed at establishing the importance of the created conditions of general education schools for the improvement of musical skills, provision of teaching (learning) tools in music classrooms, and the motivation of teachers to organize musical events. The second block was designed to establish the conditions for ensuring music teachers’ responsibility for the quality of music education. The third block was used to determine the preparation of the learners for further music education while the aim of the fourth block was to assess the professional competences of music teachers.

This questionnaire was given to the participants in workshops: the 2016 Music Teachers Workshop "Gospel Music Training" and the 2017 National Music and Art Teachers' Workshop "Innovative Integrated Arts Education". The data were processed using SPSS (Statistical Package for Social Sciences) software package.

Findings

It can be stated that the financial base of the general education schools is similar: the insignificant abundance of instrument choice, however, it is impossible to say that there are no instruments at all. Of course, the greater choice of instruments and their quality enables students to achieve better results and strengthens their motivation in the field of musicianship, therefore, it is necessary for the school principals to support the idea of enriching the inventory of instruments, rather than devoting most of the funds for the implementation of technological innovations.

Conclusion

The analysis of scientific literature has revealed that music education is inseparable part of art education; therefore, it is important while developing each learner’s cultural awareness and basics of musical competence, developing emotional and creative personality, which is willing and is able to participate in musical life. Thus, for this system to be maintained and foster it is important to actualize the ideas, which today are referred to in European music education field. Most significant of them - the need to change the educational process, based on the individual interests of the pupils, cooperation between the participants of the teaching process, actually implemented initiatives of music teachers.

The research has disclosed the conditions, which are provided for the improvement of learners’ musical skills in extra-curriculum activities. The musicianship in vocal ensemble is highlighted (however, children living in smaller towns have worse conditions for attending vocal ensembles), also, the possibilities to play music in instrumental ensemble (but they are limited). After-school employment – singing in choir, is a very important factor in the development of personality; however, the conditions in the schools are not sufficient. It is likely that not all general education schools have choirs.

During the research, it was found that schools devote enough funds to provide the music classes with teaching (learning) tools, school’s administration promotes and financially supports the music teacher’s initiatives in organizing the school’s musical life, and conditions created in the school ensure the responsibility of music teachers for the quality of music education. Music teaching (learning) in school is organized purposefully, with the aim to meet not only the learners’ experience and skills, but also their dispositions.

The financial base of general education schools is similar, with insignificant abundance of instrument choice. The school is not capable enough to prepare learners for further music education (art studies).

The gathered data makes it possible to state that according to the opinion of the heads of general education schools, it is important to develop the two following competences of music teachers: the competence of content of the subject planning and improving and the competence of managing the teaching (learning) process. The competence of content of the subject planning and improving, according to the principals, helps music teachers to prepare the curricula, while relying on documents regulating education, formulate the teaching (learning) aims and objectives of the music subject, and choose the methods appropriate for reaching the teaching (learning) aims. However, about one third of the participants think that sometimes music teachers could prepare the materials, which would be more interesting and attractive to learners, while about two fifths agree that while planning the process of education, teachers could devote more time to integrate other subjects into the content of education in advance. The competence of managing the teaching (learning) process helps music teachers to expediently apply modern education technologies and conveying the content of education and necessary information to learners in accessible and comprehensible ways. However, according to the heads of the schools, one third of music teachers should improve these aspects of the competence. The research results have also helped to disclose that about half of the music teachers use various education strategies developing learners’ critical thinking, problem-solving skills and creativity not sufficiently and they should participate in creation and implementation of curricula for learners with special needs more actively. It is likely that the conducted assessment of music teachers’ competences will elicit preparation of more effective music education programs.

References

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