Albania

National Coordinator:  Eliona Lici

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Eliona Lici is a holder of diploma in Performance Canto from Academy of Arts in Albania and she is phd candidate with theme History of music education in Albanian in XX century. She also teach music theory and concepts, music education for educators Etnomusikology, and offer lessons in Vocal pedagogy. During the course of her career, she has had the opportunity to be associated with multiple orchestras in various permanent and freelancing roles. Working as a Sub, Regular or at singer, music teacher and lecturer of  vocal anasamble at university, I have honed my performance, technical and conducting skills and gained competency in combining my musical skills with peers. She work well with students fellow educators parents and school boards. She is interested for the  european integration  across music education . She also completed the specialized 3 months studies in Music education for childrens with special needs in Thessaloniki.  She is the external lecturer at the Department of education for Music in special education at the Faculty of Education.  She also teaches music education for educators in faculty of education, teaches at music high school in Vlora and music education in general schools.  Her main fields of interest are music education, musical performance,and musicology, music therapy. Her experiences she presents at the conferences in the country Cyprus, Greece, Skopie, Kosovo.

Email: elionalici@live.com

Institute:  Teacher of music, Music High School, Vlora Albania

 

Music in Schools

The experience and tradition of musical system in Albania, in the beginning of XX Century and furthermore in the period between two world wars were offered in katholic Institutes like a Franciscans and the Jesuits, (1902-1940)Normal school of Elbasan (1909-1945) and the feminine institution “Nana Mbretneshë”(Institute Mother Queen) (1933-1944)

The first Artistic school was opened in Tirana in 1946. Music studies in Albania are offered nearby Artistic Schools in Tirana, Durres, Shkodra, Elbasan, Korça, Fier, Berat, Vlora and Gjirokastra; The school structure is composed of primary education elementary school (piano, violin and cello), lower secondary school (piano, violin, cello, viola and some wind instruments) and upper secondary school (piano, accordion, string instruments, singing and wind instruments).

The artistic schools (Music, Ballet, Fine Arts schools) are under the pedagogical supervision of the Ministry of Education, Sports and Youth. During the last three years of generals school (Grades 6-9), is in total one lesson of music education 45 minute lessons

The degree-level study programs are structured according to the Bologna process in 2007. The diplomas are issued after completing all obligations of the music students in terms of yearly exams, number of credits achieved per level and the final exam. University of Arts of Tirana awards Bachelor Degree and Master of Arts Degree, Master of Science Degree and Professional Master Degree in its curriculum. Music Education as a part of the Higher Education in Albania is under the Ministry of Education, Sports and Youth as the Government Institution which gathers all public and non-public Higher Education Institutions

Curricula of music education in 6-9 grades of general schools

For the compulsory school, the Government determines the school’s fundamental values and tasks, the overall goals and guidelines for the education, and the ordinances for the curricula.  With new curricula the music education is 35 hours for year. That’s all for music education of compulsory school and general schools.  Teaching in music should aim helping the childrens and pupils to devolp singing and user their voices , listen to music, knowledge concepts and symbols in music education.

 

Music Teacher Training

All Music teacher training institutions belong to the local or regional university except  at Institute of Development of Education in Tirana. The majority of teachers receive no musical training as part of their teacher preparation program but they include singing like a important part of their classrrom curriculum because the song is the siplest form of music education. Singing in the classroom is one method about identifying the talented but It is not an exercise, in my opinion, like a voice teachers , I encourage the children and  students to carry out gestures as well as body-movements whilst singing to enhance their learning experience, usually hands and arms . The various gestures and movements encountered in the context of teaching and learning singing can be identified and categorised in a way that will be accepted by a significant number of voice teachers.