Instrumental and vocal teacher education: competences, roles and curricula

Abstract

This article focuses on selected outcomes of the European Association of Conservatoires (AEC) ‘Polifonia’ Working Group for Instrumental and Vocal Teacher Training in Europe (2007–2010). The introduction provides the background to the project, explains the rationale and objectives, describes the research process and gives an overview of the research outcomes. The main part of the article focuses on the resulting set of competences proposed for instrumental/vocal teaching, organised around the concept of teacher roles and explores implications for curriculum development. The many different pedagogical traditions, music education systems and musical cultures in Europe suggest a multitude of possible approaches to address common goals. The article calls for increased dialogue and collaboration between higher music education and the instrumental/vocal teaching profession at local and national levels and, in keeping with the implications of the Bologna Process, points to the need for ongoing international collaboration between higher music education institutions.