Question at hand
Kirnarskaya D.K. —
Three sources and three key components of the Russian education reform: the experience of musical art
// Modern Education. – 2017. – ¹ 4.
– P. 1 - 16.
Read the article
Review: This article discusses the necessary reforms that are due in the system of national music education. The essence of crisis consists in the fact that the syllabus has outdated, because until the present stage is focused on the solo performances, while the job market suggests the positions of other type associated with the communication skills, management and diversification of musical styles of a graduate. The second aspect of crisis lies in the excessive overload of the students with the class exercises that do not leave space for self-education, work and leisure that are extremely need for a young individual. Overload as a generic feature of the Russian education system also concerns professors and educators that are deprived of career growth opportunity alongside the full-fledged academic activity. In addition, the article offers not to interlink the salary of educators with the teaching load, as well as pare it down due to the decrease of academic hours, which manifests as a crucial moment in the proposed reform. The third aspect of crisis is the outdated format of presenting the material based on lecture, while the psychology of modern students inclines towards the other formats, which certainly include interactivity and creativity. The international experts acknowledge all of the indicated flaws in music education as in need of the reforms. Their opinions and propositions are also considered in the article, which views the reform of music education leaning on the three key components – syllabus, organization, and format of education, which will increase demand for the graduates and their success on the job market.
Keywords: Form of education, Organization of education, Syllabus, International experience, Art, Curriculum, Reform, Music education, Education, Music
Bennett, D. (2016) Understanding the Classical Music Profession. Routledge, 186 p.
Bennett, D. (2007) Utopia for music performance graduates. Is it achievable, and how should it be defined?// British Journal of Music Education, Vol.24, Issue 2, pp.179-189.
Burnard, P. (2014). Leadership creativities and leadership development in higher music education. In P. Burnard (Ed), Developing creativities in higher music education:international perspectives and practices (pp. 213–222). Abingdon: Routledge
Chong, E. (2016) A multi-perspectival contemplation of leadership for musicians in the 21st century. In: Eddy K. M. Chong, ISME International Society for Music Education: Proceedings of the 21st International Seminar of the ISME Commission on the Education of the Professional Musician. International Seminar of the Commission on the Education of the Professional Musician, Saint Andrews, Fife, Scotland, (5-16). 20-23 July 2016.
Choo, C. W. (2001) ‘The knowing organisation as learning organisa-tion’. Educ