Page 199 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 13, zvezek 27 / Year 13, Issue 27, 2017
P. 199
Anja Ivec, POMEN MOTIVACIJE V PROJEKTU »DIJAKI KOMPONISTI« ...
Summary
In 2007, the Department for Professional Music Training and Theoretical Subjects at the
Conservatory for Music and Ballet in Maribor, Slovenia, organised the first concert to
present the composition debuts of their students. Ever since then, the ongoing project for
student composers has been providing multi-faceted music education for youngsters and
encouraging students to creative thinking, acting and self-realisation. By using the various
ways and methods of work, the mentors introduce young music composers to the world of
seeking and creating musical ideas, whilst actively including them into the processes of
creating compositions, all the way to their performance and presentation on stage. The
mentors also take credit for providing encouragement and professional guidance to the
students, as well as motivating young composers. The participation in the project is
completely voluntary.
We have found, in the ten years of the project’s existence, more than 100 pupils have
participated in it and around 170 compositions were written in this period. All of the
compositions performed at the concerts have been written down, collected and arranged in
a case-bound anthology. The essential value of the presented project is motivating the
pupils to achieve project objectives, which leads to developing musical creation, getting to
know the processes from the creation of a composition to its performance and presentation
on stage. Some pupils, who initially had predominantly instrumental ambitions, felt a
motivation to further deepen their knowledge after the new experiences they had obtained.
Some even changed their educational path and switched to studying theoretical subjects or
composition. In addition, the creative processes allow young musicians to obtain valuable
experiences, establish firm friendship ties and develop a sense of loyalty for group work.
This kind of work helps the pupils to acquire social skills and teaches them the value of
respect, tolerance and solidarity. The project is an example of the good practice of
nurturing, mutual support and inter-peer relations which usually exceed the school
frameworks and lead to further artistic creation.
199
Summary
In 2007, the Department for Professional Music Training and Theoretical Subjects at the
Conservatory for Music and Ballet in Maribor, Slovenia, organised the first concert to
present the composition debuts of their students. Ever since then, the ongoing project for
student composers has been providing multi-faceted music education for youngsters and
encouraging students to creative thinking, acting and self-realisation. By using the various
ways and methods of work, the mentors introduce young music composers to the world of
seeking and creating musical ideas, whilst actively including them into the processes of
creating compositions, all the way to their performance and presentation on stage. The
mentors also take credit for providing encouragement and professional guidance to the
students, as well as motivating young composers. The participation in the project is
completely voluntary.
We have found, in the ten years of the project’s existence, more than 100 pupils have
participated in it and around 170 compositions were written in this period. All of the
compositions performed at the concerts have been written down, collected and arranged in
a case-bound anthology. The essential value of the presented project is motivating the
pupils to achieve project objectives, which leads to developing musical creation, getting to
know the processes from the creation of a composition to its performance and presentation
on stage. Some pupils, who initially had predominantly instrumental ambitions, felt a
motivation to further deepen their knowledge after the new experiences they had obtained.
Some even changed their educational path and switched to studying theoretical subjects or
composition. In addition, the creative processes allow young musicians to obtain valuable
experiences, establish firm friendship ties and develop a sense of loyalty for group work.
This kind of work helps the pupils to acquire social skills and teaches them the value of
respect, tolerance and solidarity. The project is an example of the good practice of
nurturing, mutual support and inter-peer relations which usually exceed the school
frameworks and lead to further artistic creation.
199
