Abstract
This article reveals the results of a comparative study of Estonian and Finnish general music education. The aim was to find out what music teaching practices and approaches/methods were mostly used, what music education perspectives supported those practices. The data were collected using questionnaires and the results of 107 Estonian and 50 Finnish music teachers' answers were examined using quantitative analysis. The results showed that singing has an exceptional role in Estonian music education as well as the minor importance of teaching elementary music theory in Finland. There are also significant connections between music teachers' music educational knowledge and music activities used in both countries.
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