Page 130 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Jakob Jež (1928-) Tokovi sodobne zborovske glasbe, leto 14, zvezek 29 / Year 14, Issue 29, 2018
P. 130
SBENOPEDAGOŠKI ZBORNIK, 29. zvezek
Core Competences of Children´s and Youth Choir Directors
Through a contrastive analysis of the above-described sources, a total of ten competence
fields could be identified. In the course of this contrastive analysis, equal or similarly
named competence fields were filtered out and summarized into a generic term. Following
this, the competences described in the practical handbooks were assigned to the new
competence fields. In the course of this process, it became necessary to set up a new
competence field. This is the “professional-theoretical competence” that does not appear
in any of the aforementioned competence models. Although general musical-artistic and
professional-theoretical competences are closely interwoven in training programs for
children´s and youth choir directors, the emphasis on this competence field has an
important significance: it makes the field visible in which important professional contents
such as music theory, ear training or literature can be classified. The contrastive analysis
has also shown that three competence fields from the teacher competence models barely
appear in the relevant literature on children´s and youth choir work. These are the fields
“innovation competence”, “professional awareness” and “willingness to reflect and
discourse”. They have been included in the competence model for children´s and youth
choir directors because they are of central importance for the sustainable anchoring of the
profession of children´s and youth choir directors and for their further development.
Table 4: Core Competences of Children´s and Youth Choir Directors
SCHAUMBERGER (2018):
1) Musical-artistic competence
2) Professional-theoretical competence
3) Methodological-didactical competence
4) Pedagogical-psychological competence
5) Personal competence
6) Organisational competence
7) Media literacy
8) Innovation competence
9) Professional awareness
10) Willingness to reflect and discourse
Summary and Conclusion
The aim of this article was to identify core competences of children´s and youth choir
directors necessary to facilitate singing with children and adolescents. In order to identify
these, numerous German-language practical handbooks for singing with children and
adolescents were examined. Furthermore, existing competence models from teacher
education and music pedagogy were used to compile the core competences presented in .
It is a contribution to the professionalisation of children´s and youth choir directors in
German-speaking countries, where since the beginning of the 21st century, the profession
of children´s and youth choir directors has established itself alongside that of the general
music teacher. In this article, no information was given on what the contents of a special
training program could look like in detail, which formats are suited to train the described
130
Core Competences of Children´s and Youth Choir Directors
Through a contrastive analysis of the above-described sources, a total of ten competence
fields could be identified. In the course of this contrastive analysis, equal or similarly
named competence fields were filtered out and summarized into a generic term. Following
this, the competences described in the practical handbooks were assigned to the new
competence fields. In the course of this process, it became necessary to set up a new
competence field. This is the “professional-theoretical competence” that does not appear
in any of the aforementioned competence models. Although general musical-artistic and
professional-theoretical competences are closely interwoven in training programs for
children´s and youth choir directors, the emphasis on this competence field has an
important significance: it makes the field visible in which important professional contents
such as music theory, ear training or literature can be classified. The contrastive analysis
has also shown that three competence fields from the teacher competence models barely
appear in the relevant literature on children´s and youth choir work. These are the fields
“innovation competence”, “professional awareness” and “willingness to reflect and
discourse”. They have been included in the competence model for children´s and youth
choir directors because they are of central importance for the sustainable anchoring of the
profession of children´s and youth choir directors and for their further development.
Table 4: Core Competences of Children´s and Youth Choir Directors
SCHAUMBERGER (2018):
1) Musical-artistic competence
2) Professional-theoretical competence
3) Methodological-didactical competence
4) Pedagogical-psychological competence
5) Personal competence
6) Organisational competence
7) Media literacy
8) Innovation competence
9) Professional awareness
10) Willingness to reflect and discourse
Summary and Conclusion
The aim of this article was to identify core competences of children´s and youth choir
directors necessary to facilitate singing with children and adolescents. In order to identify
these, numerous German-language practical handbooks for singing with children and
adolescents were examined. Furthermore, existing competence models from teacher
education and music pedagogy were used to compile the core competences presented in .
It is a contribution to the professionalisation of children´s and youth choir directors in
German-speaking countries, where since the beginning of the 21st century, the profession
of children´s and youth choir directors has established itself alongside that of the general
music teacher. In this article, no information was given on what the contents of a special
training program could look like in detail, which formats are suited to train the described
130
