Study Guide

Description

The Music Pedagogue (AMK) degree program leads to a professional higher education qualification in the cultural field, with the degree title of Music Pedagogue (Bachelor of Arts). The program consists of 240 ECTS credits and has a duration of 4 years.

CAREER OPPORTUNITIES

A music pedagogue works in teaching roles for learners of different ages in music institutions and music schools, vocational secondary education, as a freelancer or an independent entrepreneur. Music pedagogues can be employed by national music schools, conservatories, private music teaching institutions, professional orchestras (such as military bands and symphony orchestras), choirs, churches, and the freelance music field.

The work may include beingan instrument or vocal teacher, teaching music theory and ear training, working as a choir conductor or a conductor for symphony orchestras, wind orchestras, or theatre productions. While students typically specialize in one of these areas, they can also broaden their expertise across different teaching domains and enhance their employment opportunities. The education prepares music pedagogues to work in expert roles within the music industry, as well as in diverse roles as a performing musician or composer.

CURRICULUM AND COMPETENCE

In the Music Pedagogue degree program, a strong combination of musical expertise and pedagogical skills is emphasized. In addition to artistic competence, the studies provide a general teacher qualification through pedagogical courses focused on music pedagogy.

The Music Pedagogue (AMK) program is divided into four specializations:

Instrument Pedagogue
Music Theory Pedagogue with Music Technology
Music Theory Pedagogue with Composition
Choir or Orchestra Conductor
Students choose their specialization at the beginning of their education.

The core of the Music Pedagogue program lies in both musical and pedagogical competencies. Key musical skills cover instrumental proficiency, ensemble playing, composition, choir and orchestra conducting, music theory, history, and music technology. Applied research and development skills, as well as practical work skills for music pedagogues (such as communication, interaction, well-being, entrepreneurship, and career planning), are integral to the program’s objectives.

The Music Pedagogue (AMK) degree includes 60 ECTS credits of pedagogical studies that lead to a general teacher qualification. These studies are conducted in collaboration with Tampere University of Applied Sciences’ Vocational Teacher Education (TAOK). The pedagogical studies combine general principles of learning with specialized knowledge in the field, including practical teaching experience.

The program addresses the increasing need for broad expertise in the field of music pedagogy, while also allowing students to focus on a specific musical area. In some music-related roles, substantial subject-specific expertise is a strong prerequisite for successful placement.

Curriculum

Basic Studies and Professional Studies: 162 ECTS credits
Internship: 30 ECTS credits
Optional Professional Studies: 18 ECTS credits
Freely Selectable Courses: 15 ECTS credits
Bachelor's Thesis: 15 ECTS credits
Total: 240 ECTS credits

Optional studies

The Music Pedagogy degree program includes optional professional studies and courses of free option, which can be supplemented with advanced music-related studies or studies from other fields within TAMK’s other degree programs or other universities. This allows students to expand and specialize their expertise according to their orientation.

Students also have the opportunity to incorporate studies or internships completed during international student exchanges into their degree. International student exchanges are possible during the second or third year of study. Incoming exchange students have flexible options to study instrumental performance, ensemble playing, and other music-related courses.

IMPLEMENTATION

In the music degree program, there is an emphasis on practical learning based on theoretical knowledge. Learning methods follow international practices in higher education within the field. Some courses are conducted through individual instruction. A significant portion of studies takes place in group settings, or participation in musical ensembles—ranging from symphony orchestras to choirs. Many music courses primarily require in-person teaching. However, for certain theoretical courses, remote learning and online self-study are also possible. Video connections (LowLatency) enable remote teaching for playing instruments and singing, especially in special situations like international master classes or intercollegiate exchange programs.

Learning the skills needed in working as a music professional requires long-term teaching with sufficient time for practise. These studies (instrumental proficiency, ensemble playing, choral conducting, orchestral conducting, composition, and pedagogical competence) form threads that span several years. Some courses also conducted in periodic sessions. Theoretical knowledge is closely tied to practical learning through reflection during the course of studies.

An essential aspect of education is independent practice in playing instruments and singing within the college premises.

Participation in productions, projects, and internships conducted in collaboration with professional partners is a central part of the learning process. A 30-credit internship is carried out through projects throughout the studies.

ANNUAL THEMES
First Year of Study: Basic competence and orientation to professional studies.
Second Year of Study: Building the foundation of professional expertise.
Third Year of Study: Profiling and deepening of expertise.
Fourth Year of Study: Strengthening professional identity (professional identity) and understanding investigative and developmental approaches to work.
Regarding the shared competencies for higher education degrees, integrated into the music degree program, they are emphasized as follows within the program’s yearly themes:

Learning to Learn: Covered throughout the 1st to 4th years of study.
Ethics: Addressed from the 1st to 4th years of study.
Sustainable Development: Incorporated across the 1st to 4th years of study.
Internationalization and Multiculturalism: Focused on during the 1st to 3rd years of study.
Professional Engagement: Relevant during the 3rd to 4th years of study.
Anticipatory Development: Considered during the 3rd to 4th years of study.

Curriculum development and working life cooperation

The curriculum adheres to the European and national framework for higher education qualifications (NQF and EQF, level 6).

Tampere University of Applied Sciences’ music education program has extensive networking with cultural industry professionals and educators, and collaborates closely with other higher education institutions. Work-life collaboration is realized through joint music-making, production activities, projects, practical internships in professional settings, artistic and pedagogical activities of teachers, publications, and the pedagogical network of music education.

The curriculum has been developed with input from advisory councils, representatives from the professional field, and students.

Further information

The curriculum has been approved by the University Council of Tampere University of Applied Sciences on xx.xx.2024.