GENERAL MUSIC EDUCATION IN ESTONIA
Political Framework – Philosophy – Curricula
I. POLITICAL FRAMEWORK
Estonia is an independent and sovereign democratic republic wherein the supreme
power of state is vested in the people. The activities of the Parliament, the President
of the Republic, the Government of the Republic, and the courts are organised on the
principle of separation and balance of powers. The official language of Estonia is
Estonian.
Throughout their history, the people of Estonia have always valued learning and
good education.
Despite the uniformity of education systems during the Soviet period, the Estonian
education system, as well as the other Baltic States, was able to preserve certain
differences compared to the rest of the Union. For example much attention was paid
to the preservation to the Estonian language and culture within the in the confines of
a totalitarian state. The understanding is, that in this tiny country, which has limited
natural resources, one of the main drivers of the development of society is through
good education.
Since 1992, Estonia has made constant progress in the gradual establishment and
improvement of the education system through the legislative powers of an
independent state.
The legal framework was built up concurrently with changes to the content of the
curriculum, the structure of educational institutions and the organisation of education.
The developments of the first decade following the restoration of independence have
received considerable support through international cooperation: Estonia has joined
the Bologna and Sorbonne conventions establishing a European Higher Education
Area, joined the Lisbon Convention on the Recognition of Qualifications Concerning
Higher Education in the European Region and adopted the Recognition of Foreign
Professional Qualifications Act, which ensure equal participation opportunities for
studies and employment in Europe.
As of the end of the 90`s, the Estonian education system is characterised by the
efforts of various education authorities and experts to improve curricula, make
management of educational institutions more professional and effective and use
means allocated for the education system more efficiently.
The current priorities in the development of the education system are related to
ensuring the quality and availability of education at all levels. Introduction to the
principles of lifelong learning among all people of Estonia is now seen as
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increasingly important in order to develop self-respect, citizen awareness and
competitiveness on the global labour market.
So today, the Ministry of Education and Research of Estonia is working continuously
to shape the conditions for an education system that is ready for the demands of a
modern, knowledge based society. Such a system provides a high quality education,
is transparent and open for innovation, works on social inclusion and creates
incentives for lifelong learning in order to support the development of all citizens and
of the Estonian nation, especially within a unified Europe..
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II. SCHOOL SYSTEM AND -STRUCTURE
Pre-Primary Education
The organization of pre-primary education is based on the Framework Curriculum of
Pre-primary Education approved by Regulation No. 315 of the Government of the
Republic on 15 October 1999. The framework curriculum is a basis for municipal and
private childcare institutions for preparation of their own curriculum and it supports
parents choosing to educate their children at home.
The most common methods upon application of a curriculum in pre-school childcare
institutions are:
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The method of a good beginning
The Montessori method
The Waldorf method
A nursery school may be connected to a primary school (a nursery-primary school
with the same management). Nursery schools are divided into municipal and
private childcare institutions.
The catering expenses of a child in a childcare institution are covered by parents.
Basic Education
Basic education is the minimum general education that is compulsory for everybody.
Children who attain 7 years of age by 1 October of the current year are required to
attend
school.
After graduating the basic school most children go to secondary school. The
alternative is to attend vocational training schools.
Schooling and education objectives, bases of organization of studies, mandatory and
optional subjects, subject volumes and syllabi, requirements to school levels and for
finishing schools of the basic level have been provided for in national curricula.
Each school prepares its curriculum on the basis of the national curriculum. No tuition
is charged for studying in state and municipal schools of general education.
Acquisition of basic education gives the right to continue studies for acquiring
secondary education.
Secondary education
Secondary education follows after basic education and it is divided into general
secondary education and secondary vocational education. Completion of general
secondary education gives the right to continue studies at institutes of higher
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education. Secondary vocational education is a direct way into the labour market.
General secondary education takes place in upper secondary school, the upper
secondary level is grades 10 to 12. An upper secondary school is a comprehensive
school where each subsequent academic year (class) is directly based on the
previous one and allows for smooth transition from one school to another.
Admission to upper secondary schools is based on the results of finishing basic
school. Final examinations are organized for finishing an upper secondary school.
Upper secondary school final examinations include state and school examinations.
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III. MUSIC IN GENERAL EDUCATION SCHOOLS
The Estonian music education has two branches:
1. Music is one of compulsory subject in general education (in kindergarten, primary
school, basic school and secondary schools)
Special music education is available in music and art schools, in special music colleges, in Tallinn Music
High School and in the Estonian Academy of Music and Theatre
Music studios
Kindergarten
(age 1 – 6)
(age 1 – 6)
Afternoon
music schools
Primary school
grades 1 – 3 (age 7-10 years)
I nstrumental teaching
9 year programmes
Basic school
grades 4 – 9 (age 11-14 years)
Music Colleges
Vocational
school
Secondary school
grades 10 – 12 (age 15-17)
Labour market
Music High School
University
Academy of Music
and Theatre
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AIMS, CONTENTS AND METHODS IN GENERAL MUSIC EDUCATION
Every person should have the ability to perform, to create, and to listen to music
with understanding. To achieve that end, every person should have access to a
comprehensive and balanced programme of music education in school in oder to:
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support a person`s developement
experience, understand and evaluate cultural and musical heritage of the
world;
 develope personal skills;
 educate knowledgeable audience
We have been regarding singing (including choral singing) as one of main goals of
music teaching to preserve and maintain our cultural heritage and traditions.
Music is a compulsory subject from the first up to twelve grade.
( National Curriculum for basic and secondary schools 2002).
Amount of music lessons:
– 2 lessons (per week)
Kindergarten
Primary school
grades 1-3
– 2 lessons
Basic school
grade 4
– 2 lessons
grades 5-9
– 1 lesson
grades 10-12
– 1 lesson
Secondary school
Besides compulsory music lessons it is common in Estonia that every school has to
have at least one or two choirs.
In Estonia music is mostly taught by qualified music teachers (there are few
exeptions in primary and basic level where music is taught by classroom teachers).
From seventh grade up to the twelve grade all subjects are taught only by teachersspecialists (regulated by the law).
Basic activities of general music education:
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Performing
- singing, playing instruments (classical, Orff,
folk, electronic incl. “body percussion”)
Composing
- creating musical improvisations, rhythmic and
movement accompaniments, creative musical expressions using visual
arts and media
Music listening and music history - experiencing and analyzing
vocal and instrumental music of different styles and genres from
different eras.
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General music teaching in Estonian basic and secondary schools is based on
methods by Riho Päts, Heino Kaljuste, Carl Orff and Zoltán Kodály.
CURRICULUM FOR BASIC SCHOOL
Music teaching aims to introduce students to the world of music, to enrich the
emotional side of their nature, to develop their musical taste and to develop their
understanding of musical culture.
Music teaching has the following components: singing, the acquisition of knowledge
and skills related to voice and music, improvising, listening to music, rhythmical
motion, playing on simpler children’s instruments. Teaching is based on the
experience gained through practical musical activities.
From Grade 1 to Grade 3 – teaching is focused on singing a cappella. Alongside with
one-voiced songs, the student is introduced to elementary two-voiced pieces
(canons). Once a song has been mastered by the student, it may be sung with
instrumental accompaniment.
From Grade 4 to Grade 6 – attention is increasingly paid to songs in two voices. The
main aspects the student needs to consider while listening to music are the mood,
content and form of the piece, as well as its dynamics, tempo and musical patterns.
From Grade 7 to Grade 9 – the student usually takes a great interest in popular
music. In addition to teaching songs, including popular songs, and musical theory,
attention is paid on rhythm. Well-known classical compositions are recommended for
listening at this stage.
Objectives of teaching
The aim of teaching music in basic school is to ensure that the student:
- engages actively in musical activities;
- is able to sing in a relaxed and natural way;
- develops ‘musical literacy’;
- acquires listening experience;
- enriches the emotional side of his/her nature through musical impressions;
- develops musical taste.
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V MUSIC CURRICULA
Curriculum for Grades 1-3
Singing and voice-development:
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Singing in a clear, sonorous tone.
Developing a correct breathing pattern to ensure the clarity of tone and diction
and an expressive mode of singing.
 Children’s songs suitable for the age level, Estonian and other people’s folk
and dancing songs, canons.
Musical knowledge and skills:
 Metre and rhythm
 Duple and triple time.
 Duration of notes and rhythmic forms
 Rhythmical accompaniments.
 Improvising.
Melody:
 Following the direction of movements in a melody.
 Differentiating between high and low notes.
 Understanding modes.
 Major and minor modes, triads.
 Introducing notation
Listening:
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Children’s songs and instrumental character pieces.
Musical genres such as the march, the polka, the waltz.
The poet, composer, soloist, ensemble, choir, choir leader, orchestra,
orchestra leader, conductor;
Performing:
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Accompaniments for songs.
Preparing simple rhythm instruments.
Curriculum for Grades 4-6
Singing and voice-development:
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Developing the sonority, expressiveness, as well as individual quality (timbre,
compass) of voice.
 Polyphony, canons, folk songs.
Musical knowledge and skills:
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
Metre and rhythm
Time signature 2/4, 3/4, 4/4.
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 Introducing time signatures 3/8 and 6/8.
 Rhythm improvisations, accompaniments.
Melody:
 The treble clef.
 The absolute values of notes.
 The relation between the absolute and relative values of notes
 Keyboard. Octave.
 The keys C-a, G-e, F-d. Triads.
 The natural, major and minor mode of songs; accidentals.
Listening:
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The form in music: motif, phrase, sentence, period; two- and three-part simple
forms.
Performers, types of voice, types of choir.
The best-known Estonian singers, choirs, conductors.
Estonian folk songs, folk dances, folk instruments, folk singers.
Some knowledge of the music of European countries to illustrate the songs in
the programme.
Curriculum for Grades 7 – 9
Singing and voice-development:
 Developing vocal abilities and individual qualities of voice.
 Vocal care during the period of puberty.
Musical knowledge and skills:
Metre and rhythm:
 Time signature 2/4, 3/4, 4/4, - , 3/8, 6/8, songs with alternating rhythm.
 New rhythmic forms
 Rhythm improvisations, accompaniments.
Melody and mode:
 Singing by note-names (the syllables and letters designating notes).
 The keys C-a, G-e, D-h, A-f sharp, F-d, B-g, E flat-c.
 Introducing intervals and chords.
 Introducing the basic accompaniment chords Tonic, Sub dominant, Dominant.
 Introducing the bass clef.
Listening:
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Instruments, types of orchestra
The form in music: rondo, sonata, fugue, variations.
Genres: mass, oratorio, cantata, opera, operetta, musical, ballet, prelude and
fugue, string quartet, concerto, symphony, suite, overture.
Jazz and rock music; Estonian popular music (R. Valgre, U. Naissoo, A. Oit,
etc.).
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Curriculum for Gymnasium
At the gymnasium level, music is studied in its various styles, sound structures and
forms as an art undergoing constant change and development. The history of music
is part of the history of culture, and should be approached within a common
framework with other important events, art and literature of a particular period.
Singing contributes to the emotional side of the history of music.
Objectives of teaching
The objective of teaching music in the gymnasium is to ensure that the student:
- has an understanding of musical styles of different periods, musical genres and
forms; learns to analyse the music covered by the programme;
- learns about the history of music by studying the works of distinguished composers;
- is able to carry out independent research by writing essays, carrying out research
projects, etc. on the history of music;
- enriches the emotional side of his/her personality through musical impressions;
- attends concerts and musical productions, learns to view them with a critical ear;
- applies the knowledge and skills acquired at the basic school level to the study of
the history of music, to analysing music and participating in musical activities;
- sings with a correct breathing pattern, a clear diction, in a stable and soft voice;
- learns many-voiced singing.
Course I
Content of teaching:
The Antiquity
Ancient civilizations and music.
Mythology and music (tragedy, comedy) of Ancient Greeks and Ancient Romans.
The Middle Ages
A survey of the period and music.
Romanesque and Gothic styles.
Christianity. Gregorian chant.
The appearance of polyphonic music.
Organum. Motet. Liturgical drama. Mystery play.
Folk music. Minstrels. Poetry of chivalry.
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Notation.
Instruments.
The Renaissance
A survey of the period and music.
Instruments. Dances.
Madrigal. Opera. Mass. Requiem. Passion.
The appearance of homophonic music. Protestant hymn. The leading countries of
music and composers. Despres. Dufay. Ockeghem. Palestrina. O. di Lasso.
The Baroque
A survey of the period and music.
Instruments. Instrument groups.
Concerto grosso. Prelude and fugue. Oratorio. Passion. Cantata. Baroque opera.
The leading countries of music and composers. Bach. Händel. Vivaldi.
The Classical Period
A survey of the period and music.
Instruments. Ensembles. Orchestras.
Forms: Rondo. Variations. Sonata.
Sonata. Symphony. Concerto. String quartet. Overture. Opera.
The leading countries of music and composers. Haydn. Beethoven. Mozart.
Course II
Content of teaching:
Romanticism
A survey of the period and music.
Instruments. Orchestras.
Programme music. Symphonic poem. Solo song.
Miniatures. Ėtude. Prelude. Nocturne. Dances.
Opera. Operetta. Ballet.
The leading countries of music and composers. Schubert. Schumann. Berlioz.
Chopin. Liszt. Brahms. Verdi. Wagner. Glinka. Borodin. Rimsky-Korsakov.
Mussorgsky. Tchaikovsky. Grieg. Sibelius.
Music of the twentieth century.
A survey of the period and music.
Late Romanticism. Mahler. Bruckner. R. Strauss.
Impressionism. Debussy.
Expressionism. Schönberg.
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Course III
Content of teaching:
Music of the twentieth century:
Neo-Classicism. Stravinsky. Orff. Hindemith.
Jazz. Symphonic jazz. Gershwin.
Ravel. Rahmaninov. Skryabin. Prokofiev. Shostakovich. Britten. Honegger. Poulenc.
Avant-garde. Cage. Stockhousen. Schnittke. Penderecki. Boulez.
Estonian music:
Folk music. Older folk poems. Newer folk songs.
Amateur period. Choirs. Brass bands.
The first song festivals: Kunileid, Saebelmann, Thomson, Hermann.
The first professional composers: Härma, Läte, Türnpu.
New genres: Tobias, A. Kapp, Süda, Lüdig.
The founders of Estonian choir music: Saar, Kreek.
The founder of Estonian instrumental music: Eller.
The founders of Estonian opera: E. Aav, A. Lemba.
The birth of Estonian ballet: Tubin.
Tubin, Ernesaks, E. Kapp, Tormis, Pärt, Mägi, Tamberg, Rääts, Sumera, Kangro,
Tüür, Eespere, Sisask.
Estonian music education has been oriented on sisnging tradition.
Since 1991 instrumental music (playing an instrument in music lesson) has not been
developed to a great extent because of the lack of the instruments.
The curriculum in Estonia emphasises integration between different disciplines.
Most of music teachers are interested and able to integrate music and other
disciplines – languages, history, sciences, visual arts, movement. They have started
to use computers and technology in music lessons (that area has still not been well
developed in Estonia).
Here one can see another danger – they offer less and less time in music lessons
for singing and for playing instruments.
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SUPPORTING ACTIVITIES IN MUSIC EDUCATION

Song festivals for youth choirs, orchestras and dance groups are organized
(with interval three years since 1962) by the Estonian Song and Dance
Celebration Foundation, http://www.laulupidu.ee

Contests, festivals and competitions are organized every year
for
different kinds of school choirs, orchestras and for vocal soloists by the
Estonian Society for Music Education, http://www.emol.ee

Every two years Music Olympic Games are organized for pupils from 7th and
11th grades by the Estonian Society for Music Education. There are three
parts in the MOG – singing, composing and musical knowledge and it has
two tours – regional and the final tour.
The developing process of the National Curriculum is focused on integration between
different disciplines. The newest version of the National Curriculum will be finished by
June 2011.
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