Laulunopetuksen aseman ja sisällön muutokset : laulunopetuksen uhkia ja mahdollisuuksia

Abstract

Tässä artikkelissa tarkastellaan laulunopetuksen aseman ja sisällön kehitystä kansakoulun ja peruskoulun opetussuunnitelmissa sekä opettajankoulutuksessa 1950-luvulta näihin päiviin. Artikkelissa pohditaan myös vuosikymmenten kehityksen mahdollista vaikutusta nykyiseen laulunopetukseen. Lisäksi tarkastellaan myös laulun asemaa musiikkikasvatuksen osa-alueena sekä tämän päivän laulunopetuksen laatuun vaikuttavia uhkia ja mahdollisuuksia.

This article examines the status and content of singing tuition in the syllabi of schools and teacher training from the 1950s to the 21st century. Singing lessons became music lessons. The content of music lessons became wider and the resources more limited, and singing tuition became only one element of music lessons. The 1970s witnessed two great educational reforms. The former elementary school system gave way to the new comprehensive school. Teacher training moved to universities from the former teacher's colleges, and in 1995 kindergarten teacher training was also made academic. Ever since these educational reforms the society has demonstrated a trend of systematically reducing resources for teaching both practical and art subject. Cuts in the resources and the inconsistency in the quality of teaching have, however, led to clearly poorer results in practical and art subjects (National Board of Education 2010). Sue to scarcer resources, there is even less time to practice the voice and singing. Studies show that teachers' vocal disorders have increased from 5% to 20% in 12 years (Simberg 2004). The current situation, however, leaves many opportunities to improve the quality of music education and singing tuition. The society needs a change of attitude to better understand the benefits of art subjects to the individual's holistic development and the well-being of the entire society.