Music education, especially for children and young people, is enshrined in the constitution. This makes Switzerland unique. Over ten years ago, Swiss voters approved the inclusion of an article on «Music Education» in the federal constitution. Music teachers play an important role in translating this article into everyday practice. Their occupational role and responsibilities are constantly evolving. Considering today’s overabundance of media, an important educational challenges remains: How can young people be introduced to playing music? And how can they be inspired and empowered? «The digital availability of all kinds of music is convenient, but leads to a predominantly passive approach,» says Michael Eidenbenz, the former long-standing Head of ZHdK’s Department of Music.
«We need to ensure that children and young people actively engage with music.» Music plays an important role for teenagers, for example, whether in developing their taste and preferences, in emotional regulation, and as part of group affiliation process or for entertainment purposes. «Dealing with music should not be limited to passive consumption, but should enable critical creation and participation. I learned things in music lessons that have stayed with me all my life and have shaped me to this day. We can’t close ourselves off to the effects of music. That’s why we should be able to deal with it confidently and autonomously, that is, to listen, interpret and analyze musical works.»
Create a safe place
Melanie Weiss studied School Music II at ZHdK and teaches at an upper secondary school in the Canton of Zurich. She encourages her students to discover their own voice or to sit down at the piano and perform smaller projects in a group. «I tell them that they can’t do anything wrong in my classes. I want to offer them a safe place.» Weiss emphasizes that music lessons enable young people to express themselves in a different way than usual and contribute to teaching interdisciplinary skills. The former ZHdK student has formed student learning groups to explore a range of subjects, including music history. «We ask ourselves what the story is behind a particular piece of music. Who composed it and what did this person want to express with their work? My students also compose their own music, record podcasts, experiment with various instruments and make music together. This encourages communication, nurtures their creativity and concentration and improves their social skills through teamwork.»
The ZHdK programme in music education enables students to develop their artistic and pedagogical practice in equal measure. In addition, students benefit from project-based collaborations with other performing arts, from gaining broad practical experience and from being able to build a vibrant network in the cultural scene. Ruth Frischknecht, Co-Head of Music Education in the Department of Music, says: «At ZHdK, we create individual occupational profiles, so that the impact of music teaching extends far beyond music lessons. For this reason, we encourage our students to develop their musical or pedagogical preferences and strengths. Depending on their choice of degree programme, our graduates become self-assured professionals who are able to teach at different levels (foundation courses, primary through upper secondary schools). Our programmes are practice-oriented. They also learn a lot from each other and can develop their teamwork skills, because music education is not a solo performance.»
Conveying natural authority and autonomy
Frischknecht also refers to the School Music I degree programme, which is attractive for musicians who are already teaching private lessons and are seeking to expand their professional field. Sometimes it takes a bit of courage to teach a group, but our programme builds the necessary confidence. We also enable primary school teachers specializing in music to advance their careers. In any case, qualified music teachers are sought-after. Being part- time, our programme is a good option for musicians who want to pursue their artistic career and who also enjoy teaching. «There are no limits to individual professional development. Music education programmes promote music education across society, from band workshops through urban dance courses or digital songwriting camps to senior choirs; they also enable pursuing a stage career while having a firm foothold in teaching.»
Melanie Weiss, for one, has found her dream job. She already started teaching classes in the first few weeks of her master’s programme. «Bang! You find yourself right in the middle of things! ZHdK is cool because everyone who is open enough can quickly gain practical experience. You get to know the schools and are able to build your own network. That also helps find a job afterwards.»