Russian Discussion: Music Education

Wunderkinds or What?

So, it appears that if children spend 8 hours per week after school in music school, they can be really great musicians at a very early ages.  No pictures on this post, just thoughts.  I will post some pics of my flat as soon as possible, since I have been getting requests to do so.  I spent a total of 19 hours yesterday and today visiting a myriad of music classes for children of all ages.  Oh yeah, and then there was that chess for 5 year olds recreational group, and I didn't quite get the details of their curriculum. Like all 5 year olds, they giggled and sillied right up when I gave them each a balloon with a mountain man on it.  (Thanks for the balloon donation, Appalachian Bookstore -- it was a sweet moment in the midst of a long stretch of observations and discussions with Russians).  I have several short videos of music students of all ages, some of them remarkable because of the young ages of the children singing or playing and the folk, classical or contemporary styles they represent.  I can post a few of the university students, but you'll have to see me in person to get a gander at the children's music.  (Shameless ad for attending a presentation coming soon to a classroom near you!) I stopped logging the repertoire around mid-afternoon today, because...well, here's a summary of what I had witnessed so far in classes and rehearsals at that point: 

Russian folk-influenced composed music of various composers, arias of varietal composers mostly German, Henry Purcell sung by Kathleen Battle (recording), Mozart"s Crucifixus from the C minor mass by Munich orchestra (recording), Chopin prelude, Russian Orthodox church music at the Cathedral of St. Sophia, selections from Bach's Well Tempered Clavier, Schoenberg  composition that went by so fast I didn't catch title, Brahms Rhapsody in Gm played by university student,  Tchaikovsky played by 10 year old pianist, Puccini sung by junior boys choir, Jazz ensemble of 12 playing swing music and really swinging, Beethoven Sonata #17, Alexander Skryabin played by Vladimir Sofranitsky (recording) various excerpts of many of the above played by the Polypony and Analysis instructor, dobra, balalaika, accordion, piano and vocal music featured at the Socchi Olympics played by children 5-15 and the musicians of the opening/closing ceremonies...yep, they were the instructors at the Folk School (which is a fed/state-funded music school featuring traditional instruments, genres and "hobbies" like robot technology, construction, carpentry, handicrafts, leadership (scouting).  

I have worn out 3 interpreters so far, and eaten borscht at last, after years of wondering all about it. The recipe linked to the word in the previous sentence looks about like what I ate, and tasted like the recipe looks to me.  Every day, I eat lunch in a cafe with an assigned lunch companion.  The lunch and conversation companions are provided by my hosts.  The cafe is in the Institute for Pedagogical Education, my headquarters while I am Novgorod State University (NovSU).  At every meal, there is a small meat/fish and veg salad, thin soup, black bread and a hot dish, usually meat or fish cut in small pieces with rice, or a small piece of thin meat underneath an egg with rice, polished off with a cup of tea and a little pastry.   I am halted frequently throughout the day to drink tea or coffee with small cookies. I have not been offered one iota of vodka.  Stereotypes, get thee behind me.  Enough about talking and eating.

What I Think I Have Learned Thus Far

Children in Novgorod (and I think in other Russian cities) go to school for the 3 Rs, then choose the afternoon/evening school like the folk school described above, or sports or theatre or circus or other arts.  These afternoon/evening schools may be attended 4-5 days per week, in addition to Saturday activities.  Focusing on the music and folk schools, there are levels of intensity, and tracks--one leading directly to becoming a music educator and another possibly leading to becoming a performing musician or scholar/composer.  The 3 R schools include general music up to around 8th grade, based on a system developed by Dmitri Kabelvesky, similar to U.S. elementary general music classes. Schools may include choirs as well, but instruments must be taken up at the afternoon/evening music schools and at the high school level are called "colleges."  There are also arts magnet high schools (I'm using some American terms for ease of dense amounts of info here).  Since the afternoon/evening schools are public, they come with all the trappings of our era of assessment and accountability (perhaps not a new one around here), so there are exams, competitions, contests and documentation of curriculum.  Curriculum is prescribed, but the instructors and directors I met have a great deal of freedom about selection of repertoire.

University music education students study a completely different curriculum than conservatory music students.  Here at NovSU, all students sing in the choir, take voice, guitar and piano lessons, conducting, music history and various types of theoretical analysis starting in the 3rd year.  There is also a number of "General Education" courses (English or German, Science, Math, etc.).  The degree takes 5 years and qualifies the graduate to teach at the 3 R schools, arts magnet schools and afternoon/evening music schools.  To teach at the music colleges requires graduate level study.  So far, the lectures and lessons have included tea/coffee breaks or have begun or ended with tea/coffee - prof and students together in the prof's office or the cafe in the building.

The children and youth I observed beamed as they sang and played, though the university students didn't exactly beam constantly.  They have, however, expressed appreciation for the wisdom of their instructors and directors.  Shut the front door!  These music educators are serious musicians and teachers, most definitely inspiring and excellent role models for anyone thinking about becoming a music educator.  They are relentless with feedback, including both praise and not so praise.  Warm-ups and preparation exercises are both familiar and what the heck is going on here unfamiliar.  For example, vocal warm-ups I have seen in 2 contexts included some breathing exercises that I was certain would lead to hyperventilation, and resulted in singers producing some marvelous dark and rich tones for folk singing and choral music of Russian composers.

You should see the concert halls, classrooms and rehearsal spaces.  Big open spaces where possible, beautiful thin curtains, plants, large windows and light, light, light.   Even in small rooms, a grand aesthetic is present that mirrors the large public halls, of which I've seen quite a few this week.  Alrighty then, I believe that discussion is 2 way, so if you want to ask questions, you can respond here in the blog, Facebook message me or send an email.  Admittedly, email will bring about
my slowest reponse, since I'm a little busy with musical wunderkinds.  Here ends my opening remarks of Russian discussion about Music Education.