ijems|scientificarticle
TheMediterraneanasaFactor
ofEnrolmentinMusicProgrammes
ofIndividualMusicalInstruments
inMusicSchools:ACaseStudy
ofSlovenia
matejplevnik
UniversityofPrimorska,Slovenia
matej.plevnik@fvz.upr.si
mitjagerževi
Euro-MediterraneanUniversity,Slovenia
AlmaMaterEuropaea– ecm,Slovenia
mitja.gerzevic@almamater.si
ivanlešnik
UniversityofPrimorska,Slovenia
ivan.lesnik@pef.upr.si
iztokbabnik
MusicSchoolKoper,Slovenia
iztok.babnik@glasbena-kp.net
katarinababnik
UniversityofLjubljana,Slovenia
katarina.babnik@ff.uni-lj.si
ThemainobjectiveofthepaperistopresenttheMediterranean
regionasafactorinenrollingintheprogrammeofmusicandmu-
sicalinstrumentsinelementarymusicschools.Forthepurposeof
thepaper,wehaveobtaineddatafromtheMinistryofEducation,
ScienceandSportoftheRepublicofSloveniaonthenumberof
enrolmentplacesofmusicstudentsandtheirallocationbyasin-
glemusicalinstrument.Wecomparedthedatabyindividualsta-
tisticalregionsandidentifiedthecharacteristicsoftheMediter-
raneanregion.Theempiricaldatawasanalysedusingmethodsfor
descriptivestatistics.TheMediterraneanregioninSloveniahas
5.6ofallinhabitantsinSlovenia.Therearetwomusicschools
(thenationalaverageis5.8±4.1),inwhichprogrammes’8.3
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MatejPlevniketal.
of6to18-year-oldpupilsfromthestatisticalregionareenrolled.
Woodwindandbrassinstrumentgroupsarebetterrepresented
thantheSlovenianaverage,whilesingingistheleastrepresented
musicgroupcomparedtotheregionalaverageatthenational
level.Afterenrolmentinmusicalinstrumentprogrammesinthe
Mediterraneanregion,piano,recorder,trumpet,trombone,tube,
andpercussionsdeviatepositivelyfromtheSlovenianaverage.
MusicschoolsintheMediterraneanregioninSloveniareflectthe
specificinterestoftheinhabitantsformusicaleducationinthis
region.AMediterraneanculturalenvironmentinSloveniaen-
couragesstudentstoenrolinnumerousmusicalgroupsofvari-
ousgenresduringandaftercompletingtheirmusiceducation.De-
spitethedifferencesfoundinthechoiceofinstrumentandpartic-
ipationingroupactivitiesinthefieldsofmusicanddance(dance
programmes,orchestralgroups,choralgroups),whichcanonly
bepartiallyexplainedbyspecificregionalculturaldifferences,we
mustemphasisetheimportanceofformalandinformalmusic
educationforchildren,whichshouldbeaguideforplanningso-
cial/nationalactivitiesinthefieldofchildren’seducationandde-
velopment.
KeyWords:music,Mediterranean,musiceducation,primary
schools,children,culture,Slovenia
introduction
InSlovenia,musiceducationhasalwayshadanimportantrolein
shapingculturalidentity.Musiceducationplaysanimportantrole
intherealizationofgoalssetforartisticeducation(Sicherl-Kafol
andDenac2010).TheLawaboutMusicSchoolsinSlovenia(Zakon
oglasbenihšolah(zgla-upb1)2006)definesthegoalsandtasksof
educationinmusicschoolas:(1)discoveringanddevelopingmu-
sicalanddancetalent,(2)co-creationofpersonalitiesandplanned
improvementofthemusicaleducationofthepopulation,(3)gain-
ingrelevantknowledgeandgainingexperiencetostartperforming
inamateurinstrumentalensembles,orchestras,choirsanddance
groups,(4)acquiringknowledgeforfurthermusicanddanceedu-
cation,(5)enablingartisticexperienceandexpression,enablingthe
personaldevelopmentofstudentsinaccordancewiththeirabilities
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andthelawsofdevelopment,(6)educationforcommonculturaland
civilizationalvaluesstemmingfromtheEuropeantradition,(7)ed-
ucationformutualtolerance,respectfordifferenceandcooperation
withothers,(8)concernforthetransmissionofnationalanduni-
versalheritageand(9)thedevelopmentofnationalconsciousness,
educationforamulticulturalsociety,whiledevelopingandpreserv-
ingone’sownculturalandnaturalheritage.
Sloveniaisdividedinto12statisticalregions:Pomurje,Podravska,
Koroška,Savinjska,Zasavje,Posavska,South-EasternSlovenia(se
Slovenia),Primorsko-Notranjska,Osrednjeslovenska,Goriška,Go-
renjskaandObalno-Kraška(Mediterraneanregion).Despitebeing
asmallcountry,amongstatisticalregionsinSlovenia,thereareim-
portantdifferencesineconomiccharacteristics,whicharemainly
attributedtotheirlocation,infrastructure,andaccesstothelabour
market.TheMediterraneanregionisalsotheonlystatisticalregion
inSloveniathathasaccesstothesea(Kukanja2019).
InmanyEuropeancountries,musiceducationisintegratedinto
schoolsystemsintermsofcontent,programandorganization.As
such,itisflexibleandreceptivetothepositiveexperiencesofrelated
Europeanmusiceducationsystems,aswellasnewideasintheinter-
disciplinaryfieldofmusiceducation(GarcíaandDogani2011).The
Slovenianpubliceducationsystemenablesyoungpeopletopartic-
ipateinthemusiceducationprogramwithinmusicschoolsinad-
ditiontogeneraleducationinprimaryandsecondaryschools.The
involvementofmusicschoolsinthenationaleducationsystemis
aspecialvalue(RotarPance2019).Themusicschoolenablesthose
studentswhoshowthenecessarytalentattheentranceexamstobe
includedinthemusicordanceprogrammeofprimaryeducation.It
providestheindividualwiththepossibilityofoptimaldevelopment
oftheirabilitiesandspecifictalentsandenablesthesystematicac-
quisitionofknowledge(BelaknjigaovzgojiinizobraževanjuvRepub-
likiSloveniji2011).
Thedevelopmentofplayingtechniques/singingandtheoretical
knowledgeshouldalwaysbeplacedintheframeworkofintegrated
musicaldevelopment.Inadditiontoacquiringcertainprofessional
knowledgeandmusicalskills,youngmusicianshavetodevelopspe-
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MatejPlevniketal.
cificmotorskillsrelatedtoplayingandsinginginanextremelyim-
portantperiodofdevelopment,whicharedifficulttocompensate
forinthelaterperiodduetodevelopmentallaws.Ineducational
work,musiceducationisconnectedwithothereducationalfactors,
whileinprofessionalwork,itmustbecoordinatedwithsecondary
andhighermusicschoolsandprofessionalorganizations(Belaknjiga
ovzgojiinizobraževanjuvRepublikiSloveniji2011).
Sloveniaischaracterisedbygreatgeographicalandculturaldi-
versity(Urbanc,ŠmidHribarandKumer2020).Itislocated‘at
theintersectionandinterweavingoffourmajorEuropeannatural
geographicallandscapeunits:theAlpine,Dinaric,Pannonianand
Mediterraneanworldsandfourhistorical,ethnological,linguistic,
religious,inshort,culturalspaces:Germanic,Romance,Hungarian
andSlavic’(Urbanc2002,5).TheculturalinfluencesofSlovenia’s
neighbouringregionsarealsoevidentinthemusicalcultureofthe
region,whichisclosesttoeachspecificculturalinfluence(Terseglav
1999).OurworkaimstoevaluatethecharacteristicsoftheMediter-
raneanregionasafactorforenrolmentinmusicprogrammesfor
individualmusicalinstrumentsinmusicschoolsbycomparingthe
MediterraneanregionwithotherregionsofSlovenia.Weareaware
thattherearemanydifferentuniversal,butalsospecificcultural
influencesandotherrelevantfactorsthatdeterminepreferences
forchoosinganinstrumentandparticipatingindifferentformsof
music-makingingroups.Inthispaper,therefore,wewillonlyat-
tempttoidentifythedifferencesusingofficialstatisticsonstudent
participationinindividualandgroupmusicprogrammes/courses.
methodology
ResearchPlan
Thegeneralaimofthestudywastoemphasisethecharacteristicsof
theMediterraneanregiononmusiceducation,especiallyonenrol-
mentinmusicprogrammesofindividualmusicalinstrumentsand
groupmusicalcourses,choirsandorchestras,whichareapartofthe
programmeinmusicschools.Weusethedata,whicharepublicly
availed,namelythestatisticaldataforpopulationandregions(see
https://www.stat.si).WespecificallyrequestedtheMinistryofEdu-
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cation,ScienceandSportoftheRepublicofSloveniaforthedata
aboutMusiceducationandschools.Thelaststatisticaldatawere
availedfor1.7.2020,whilethelastdataaboutstudentsinthemu-
siceducationsystemwereavailedforthestudyyearof2020/2021
(fromSeptember2020onwards).
ResearchMethods
Thedescriptivestudydesignwasused.Wearrangeddataforthepop-
ulationandregion.Weseparatelyarrangeddataformusicschools,
programmes,andstudentsafterindividualmusicinstrumentsand
musicgroups.Wecompareddifferentregionsbythesizeandnum-
berofinhabitantsafterrepresentationofstudents’enrolmentinin-
dividualandgroupmusicprogrammes/courses.
AnalysingProcess
WeenteredthedataintoMicrosoftExcel,whereweeditedit.The
empiricaldatawasanalysedwithibmspssStatistics26.0using
methodsfordescriptivestatistics(frequencies,arithmeticmean
andstandarddeviation).Thedataispresentedasarithmeticmean
±standarddeviation(as ±sd)andasaproportion().
resultsanddiscussion
TheMediterraneanregionaccountsfor5.6ofallinhabitantsin
Slovenia.12.9ofallinhabitantsinSloveniaarebetween6and18
yearsold.However,intheMediterraneanregion,12.0ofallinhab-
itantsarebetween6and18yearsold,whiletheaverageforthere-
gioninSloveniais12.7±0.7.IntheMediterraneanregion,thereare
2musicschools,bothpublic,inwhich5.5ofallpupilsinSlove-
niaattendingmusiceducationareenrolled.InSlovenia,7.8ofall
pupilsaged6to18areenrolledinmusiceducation.Theaveragefor
thenationalregionis8.9±2.0,whileintheMediterraneanregion
8.3ofpupilsaged6to18areincludedinmusiceducation(table1).
IntheMediterraneanregion,5.5ofallSlovenianstudentsat-
tendmusicclasses.Ofthem,11.5playoneoftheinstruments
fromthepluckedstringinstruments,33.2playoneoftheinstru-
mentsfromthekeyboardgroup,14.0playoneoftheinstruments
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table1 NumberofStudents
Statisticalregion () () () () () () ()
Slovenia*  .     .
Gorenjska . .   . . .
Goriška . .   . . .
seSlovenia . .   . . .
Koroška . .   . . .
Mediterranianregion . .   . . .
Osrednjeslovenska . .   . . .
Podravska . .   . . .
Pomurska . .   . . .
Posavska . .   . . .
Primorsko-notranjska . .   . . .
Savinjska . .   . . .
Zasavska . .   . . .
m . . . . . . .
sd . . . . . . .
notes Columnheadingsareasfollows:(1)percentageofallinhabitants,(2)per-
centageofinhabitantsaged6–18years,(3)numberofallmusicschools,(4)number
ofpublicmusicschools,(5)percentageofstudentsinallmusicschools,(6)percent-
ageofstudentsinpublicmusicschools,(7)percentageof6–18-years-oldstudents
inSloveniaincludedinmusicschoolprogram.*n=2100126,asof1July2020.
fromthestrings,2.3enrolinsinging,24.1playoneoftheinstru-
mentsfromthewoodwindgroup,5.0playoneoftheinstruments
fromthepercussionsgroupand9.9playoneoftheinstruments
fromthebrassgroup(table2).InSlovenia,themostrepresented
groupofmusicalinstrumentsiskeyboardinstruments,followed
bywoodwindinstruments.Thegroupsofkeyboardinstruments,
woodwinds,percussioninstrumentsandbrassinstrumentsarebet-
terrepresentedintheMediterraneanregionthanintheaverageof
thenationalregion,whilestringsandespeciallysingingarethemu-
sicalgroups(ofinstruments)thatarelessrepresentedthaninthe
averageofthenationalregion.
Table3representstheenrolmentinsingularmusicinstruments
onnationallevelaswellasonregionaverage.Onnationallevel,
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table2 PercentageofStudentsinSloveniaAccordingtotheType
ofInstrumentandRegion
Statisticalregion () () () () () () () ()
Slovenia*  . . . . . . .
Gorenjska . . . . . . . .
Goriška . . . . . . . .
seSlovenia . . . . . . . .
Koroška . . . . . . . .
Mediterranianregion . . . . . . . .
Osrednjeslovenska . . . . . . . .
Podravska . . . . . . . .
Pomurska . . . . . . . .
Posavska . . . . . . . .
Primorsko-notranjska . . . . . . . .
Savinjska . . . . . . . .
Zasavska . . . . . . . .
m . . . . . . . .
sd . . . . . . . .
notes Columnheadingsareasfollows:(1)ofstudentsinmusicschoolsaccord-
ingtoregion,(2)pluckedstringinstruments,(3)keyboards,(4)strings,(5)singing,
(6)woodwind,(7)percussion,(8)brass.*n=2100126,asof1July2020.
piano(24.1),guitar(11.6)violin(11.4)andflute(9.3)arethe
musicinstrumentswiththemajorityofchildrenenrolled.Thesame
patternisevidentinMediterraneanregion(piano27.2,guitar
10.2,violin9.9andflute8.7).However,onregionaverage,the
Mediterraneanregiondifferfromotherregions.Namelyinharp
(1.3vs.0.7),piano(27.2vs.23.4),doublebass(0.7vs.0.6),
recorder(6.1vs.3.0),clarinet(5.1vs.5.0),saxophone(3.7
vs.3.6),horn(0.9vs.0.65),trumpet(5.1vs.4.1),trombone
(1.8vs.1.2),tuba(1.5vs.0.4)andpercussions(5.0vs.4.8)
therearemorestudentsincludedthanonregionaverage.Singing
isthemusicprogramme,inwhichtherearemuchlessstudentsin-
cludedinMediterraneanregionthanonregionaverage(2.3vs.
4.1).
Table4showsthat56.6(n=11951)ofallstudentsinmu-
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table3 PercentageofStudentsinSloveniaAccordingtoSingleMusicInstrumentandRegion
Statisticalregion () () () () () () () () () () () () () () () () () () () () () () () () ()
Slovenia* . . . . . . . . . . . . . . . . . . . . . . . . .
Gorenjska . . . . . . . . . . . . . . . . . . . . . . . . .
Goriška . . . . . . . . . . . . . . . . . . . . . . . . .
se Slovenija . . . . . . . . . . . . . . . . . . . . . . . . .
Koroška . . . . . . . . . . . . . . . . . . . . . . . . .
Mediterranianregion . . . . . . . . . . . . . . . . . . . . . . . . .
Osrednjeslovenska . . . . . . . . . . . . . . . . . . . . . . . . .
Podravska . . . . . . . . . . . . . . . . . . . . . . . . .
Pomurska . . . . . . . . . . . . . . . . . . . . . . . . .
Posavska . . . . . . . . . . . . . . . . . . . . . . . . .
Primorsko-notranjska . . . . . . . . . . . . . . . . . . . . . . . . .
Savinjska . . . . . . . . . . . . . . . . . . . . . . . . .
Zasavska . . . . . . . . . . . . . . . . . . . . . . . . .
m . . . . . . . . . . . . . . . . . . . . . . . . .
sd . . . . . . . . . . . . . . . . . . . . . . . . .
notes Columnheadingsareasfollows:(1)harp,(2)guitar,(3)zither,(4)tambourine,(5)piano,(6)organ,(7)accordion,(8)diatonicaccordion,(9)violin,
(10)viola,(11)cello,(12)doublebass,(13)vocal/singing,(14)recorder ,(15)flute,(16)oboe,(17)clarinet,(18)bassoon,(19)saxophone,(20)horn,(21)trumpet,
(22)trombone,(23)tuba,(24)otherconicalinstruments,(25)percussion.* n=2100126,asof1July2020.
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table4 PercentageofStudentsinSloveniaIncludedinGroupFormsofMusic
vs.Region
Statisticalregion () () () () ()
Slovenia* . . . . 
Gorenjska . . . . .
Goriška . . . . .
seSlovenija . . . . .
Koroška . . . . .
Mediterranianregion . . . . .
Osrednjeslovenska . . . . .
Podravska . . . . .
Pomurska . . . . .
Posavska . . . . .
Primorsko-notranjska . . . . .
Savinjska . . . . .
Zasavska . . . . .
m . . . . .
sd . . . . .
notes Columnheadingsareasfollows:(1)preschoolmusiceducation,(2)dance
programmes,(3)orchestragroups,(4)choirgroups,(5)total.*n=2100126,asof1
July2020.
siceducationareinvolvedingroupformsofensemblemusicpro-
grammes/lessonsinSlovenia.Themajorityofpupilsattendinggroup
formsofensemblemusicprogrammesatnationallevelareincluded
inorchestragroups(48.9),followedbypre-schoolmusiclessons
(18.2).StudentsintheMediterraneanregionarelessinvolvedin
groupformsofmusicinstructionatthenationallevelcompared
totheregionalaverage,namely4.2inpreschoolmusiceducation
(regionaverage8.3),3.4indanceprogrammes(regionaverage
8.3),4.6inorchestragroups(regionaverage8.3)and2.0in
choirgroups(regionaverage8.3).
Experts(CupiandCupi2020;Hennessy2000)inmusicpedagog-
icalpracticehavebeenwarningformanyyearsabouttheneglectof
singingactivitiesinmusicschools.Itisonlyinrecentyearsthatit
hasbeenestablishedincertainSlovenianregionsthatmoreatten-
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[100]
MatejPlevniketal.
tionisbeingpaidtosinging.Unfortunately,accordingtostatistics,
theMediterraneanregiondoesnotfollowthementionedtrends.
Exceptionshavebeenidentifiedthatsuccessfullyshowqualityvo-
calgroupswithincertainmusicschools,butthesuccessoftheseis
basedonlyonindividualsandtheircompetencies.Systematically,
however,thesingingfieldisnotyetproperlyregulated.Asthere-
sultsshow,thesituationismuchbetterinotherSlovenianregions.
Fieldexpertsnotethatthereasonforthedeclineinsingingactiv-
ityintheMediterraneanregionis,amongotherthings,thestrong
influenceofaudio-visualmediafromItalyinthe1980s,whichthen
drasticallyreducedthenumberofchoirsinschoolsandelsewhere.
Similarinfluencesoftheaudio-visualmediaonsingingactivities
werenotedalsoinotherpartsoftheEuropeanregion(Balčytis
2009).Anotherreasonforthedeclineinsingingactivity,which
isstillrelevanttoday,isthetechnologicaldevelopmentandthe
emergenceofmanysoundcarriers,whichshapemostchildrenand
adolescentsintopassivelisteners.Webelievethatexpertswhode-
cideonthefutureofmusiceducationinSloveniawillfollowmore
advancedcurriculafromabroad,whichwithdrawictfrommusic
classroomsandprescribetheperformanceoflivemusicintheform
ofsingingandplayinginstruments.
Ontheotherhand,accordingtothenationalsystemofelemen-
tarymusiceducationinSlovenia,choirsarenotfullypartofthe
compulsorycurriculumofmusicschools;choirsareonlypartof
thecompulsorycurriculumoflargemusicschools.Thesizeofthe
musicschool,therefore,determinesthenumberoffundedchoirs
perschool.Inregularprimaryschools,however,choirsareaninte-
gralpartofthecurriculum.Choralcultureisthereforenurtured
anddevelopednotonlyatthemusicschoollevelbutespecially
attheprimaryschoollevel,makingchoralcultureaccessibletoa
widerchildrenaudience.Musicschoolsalsocultivatechoralsinging
amongyoungerpupilswithintheframeworkofanabove-standard
programmenotfinancedbytheMinistryofEducation,Scienceand
SportoftheRepublicofSlovenia.Thedatapresentedintable4
thereforeonlypartiallyreflectsthedevelopmentofchoralsinging
intheregions.SingingactivityisapartofMusicTheoryandSolfeg-
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[101]
giocurricula,inwhich(aprimavista)singingplaysanintegralpart
inacquiringmusicalabilities,skillsandknowledge(Zadnik2019).
MusicanddanceeducationinSloveniahasplayedanimportant
roleinshapingandpreservingSlovenia’sculturalidentityinallso-
cial,political,andeducationalcontexts(RotarPance2019).Along
withthesolidverticalofSlovenianmusiceducation,variousforms
ofinformalmusicanddanceactivitiesandeducationareexpanding
andenriching.Allthismakesanimportantcontributiontothede-
velopmentofakeycompetenceoflifelonglearning:culturalaware-
nessandexpression(EuropeanUnion2017;RotarPance2019).
WehavenotedseveraldifferencesbetweentheMediterranean
regionandotherSlovenianregions.Themostimportantfindingis
thattheMediterraneanregionisamongthelastthreeregionsin
termsofthepercentageofchildrenandyouthaged6to18who
receivemusiceducation.Musiceducationisnotcompulsoryand
thusrepresentsaleisureactivityforchildren,youngpeople,and
theirparents.Areviewoftheliterature(Kropej2007)indicatesdif-
ferencesintheimplementationofphysicalandsportingactivities
betweenSlovenianregions,whichcouldpartlyexplainthediffer-
encesintheproportionofchildrenoradolescentsofagivenagewho
chooseone(musicschool)oranother(recreationalorcompetitive)
sport.However,thequestionofwhythechoiceofmusicschoolasa
leisureactivityislesswidespreadintheMediterraneanregion(also
incomparisonwithsportsandphysicalactivities)requiresfurther
research,especiallyintheformofculturalrepresentationsofthe
roleofmusicinthedevelopmentofchildrenandyoungpeople.
conclusion
Choosingtheinstrumentthatachildwillplayinmusicschoolis
animportantdecision.Itisinfluencedbyseveralfactorssuchas
thechild’sinterestandmotivation,theirphysicaldevelopmentand
strength,thedevelopmentofmusicalabilities,theinfluenceofthe
surroundingsandmore.Inanycase,itistheinterestthatmostoften
decidesonthechoice,butweshouldnotignorethefactthatphysi-
callyweakchildrenwillnotbeabletomastercertaininstruments,as
wellasuntamperedinstrumentsthosewhohaveproblemswithau-
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[102]
MatejPlevniketal.
ditoryrecognition.Inadditiontotheenvironment,thechoiceisalso
influencedbythenumberofadmissionsforacertaininstrumentat
acertainmusicschool.
Attendingmusicschoolhasasignificantimpactonthedevelop-
mentofeverychild.Continuouslearningofaparticularinstrument
has,inadditiontothedevelopmentofthemusicalandartisticfield,
alsoastronginfluenceontheoveralldevelopment.Theactivein-
volvementofchildrenintheprocessofmusiceducationinthecon-
textofmusicschoolsundoubtedlymarksstronglytheirchildhood.
Bysinging,playing,andlisteningtomusic,theyexperienceandre-
producemusic,aswellasexpressthemselvesandcommunicate.The
Slovenianmusiceducationsystemisverywellorganisedandfor-
mallywell-arranged.Onecouldsaythatitisbasedonalongand
establishedtradition,still,atthesametime,itfacesmanynewchal-
lenges,someofwhicharepointedoutbelow.Inspecialisedmusic
educationthemaineffortsarefocusedon:qualityapplicationofthe
curriculum,testingandevaluatingthecurrentmodelsofteaching
andlearning,experimentalintroductionofnewteachingandlearn-
ingmodels,qualityundergraduate,postgraduateandlife-longtrain-
ingofmusicteachers,developmentanduseofnewtextbooksbased
onmoderndidacticorientations(Denac2012).Musicisaformofhu-
manexpressionthroughactivity.Itcontributestoaschoolcurricu-
lumbyofferingadistinctivewayoflearningwhereseeing,feeling,
hearing,thinking,andcreatingarecombinedinapowerfulformof
visual,auralandtactileaffectivecommunication.Throughthemu-
sic,studentsworkingbothcooperativelyandindividuallyhaveop-
portunitiestoresearch,identifyanddiscussissues;toprovidein-
sights,opinions,solutions,andresolutions;andtoreflecton,ap-
preciateandevaluateartwork.Musicisapowerfulmediumforthe
explorationofthehumancondition,oursocietyandourworld(Hol-
car2012).
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