Three types of graduates appear to be teaching music in schools in Greece:

Table 1: Types of graduates for teaching music in school in Greece.

Graduates from Educational Departments at universities can teach music as generalists only, in Early Years or Primary settings according to their focus of study for Early Years or Primary teaching. Within their 4 year course they attend compulsory modules on Music education.

Specialist music teachers in Greece are graduates either from university music departments or conservatoires. Since the first university music department in Greece was founded in 1984, an increasing number of specialist music teachers are graduates from university music departments. A lot of music teachers have also graduated from conservatoires, with a focus during their studies either on theory (harmony, fugue or counterpoint) or on performance with a diploma on an instrument. However, the conservatoires do not belong to Higher Education and their syllabus has remained unchanged for fifty years now with only a limited focus on music pedagogy.

Since the music departments aim to become the main route to music teaching in schools in the near future, they include some sessions on music pedagogy. However, due to the way the Greek universities are organised and structured, their overall teaching, research policy and planning are determined by each university. Therefore, there is not a unified approach towards music education and syllabi differ; each department identifies and covers what is needed for academic staff for specific posts. For an overview of educational departments with undergraduate courses in music teacher training see table 2):

Table 2: List of undergraduate university courses in which Music Teacher Training takes place.

Departments of Music studies in universities in Greece (5 year course / Bachelor)

1     Athens, University of Athens

2     Thessaloniki, Aristotle University of Thessaloniki

3     Corfu Ionian University , http://www.ionio.gr/depts/music/

4     Thessaloniki, University of Macedonia, Department of Music Studies and Art

5     Arta, University of Epirus, Department of Traditional Music (higher technological educational institute) 4 years / BA:

The number of students admitted to music teacher training courses each year depends on the department and the type of teachers (generalists or specialists). The music teacher training programme for generalists includes a large number of students ranging from 300 per year in the universities in big cities (Athens, Thessaloniki) and 100 per year for smaller universities. The music teacher training programme for specialists accepts on average 50 students per year at one institution.

The number of subjects, both obligatory and optional, offered for gaining a teaching qualification in Greek universities is 40. The programme of studies aims to involve students in gaining artistic and musical competencies at different levels or depth according to each institution: (a) in performance and composition; i.e. in music departments emphasis is on current skills in performance or orchestration, whilst in education departments, emphasis is put on learning basic performing or composing techniques on simple percussion instruments; (b) in music theory and history and (c) in music pedagogical and teaching competencies based on current inter-disciplinary approaches.

Music teacher training courses are closely linked to work in schools although some more progressive approaches might also be introduced. Those new teaching approaches aim to help student teachers develop their teaching identity and to get in touch with current music educational approaches. The organisation and length of teaching practice in schools for students involves observation of actual music lessons as well as teaching in primary or secondary schools for ten lessons of 40 minutes. The students in education departments are involved in observation of lessons and then actual teaching for 4 semesters. The actual teaching of music mostly in preschool settings, takes place in one semester midway through their studies. Thus, music is part of their general preparation for teaching. In their last year of studies, generalist teachers are responsible for the whole school programme with one class; they can decide on the different ways of integrating music or interdisciplinary approaches within their teaching.

The quota for ECTS for the whole pedagogical/teaching field as well as for the students’ teaching practice in schools has not yet been decided upon all universities in Greece, as the system of teaching credits that each university decides is still being explored.

Owing to large numbers of students studying at university, the usual learning approach is lectures. However, in some cases whole group work is enriched with more individualised learning approaches by creating opportunities for small group work. More and more, especially in early years teacher training, a range of teacher-led and student-led opportunities is used. In this cases, the usual lecture turns into a workshop of practical issues around music education. During weekly lessons, specific examples are given of microteaching in order to gain an insight into skills needed in order to teach. Apart from the use of lectures, students have independent tutorials with their lecturers and visits to educational establishments to observe actual practice and teaching approaches. ICT is used more frequently:

•  to support the development of the student as a musician;
• as a teaching tool;
• as a tool for pupils to develop their musical skills.

All students enter the programme as a result of national examinations at the end of the upper secondary school which they take at age 18. They are examined on subjects relevant to the focus they have chosen through the last year of schooling. The success of candidates and their admission to a higher education department results from a combination of: a) written examination; b) the order of precedence in indicating their preferred departments; and c) the number of places available in each department. For admission into music departments, special admission exams are necessary in one or more special courses related to music theory.

During the course the assessment consists of a combination of written assignments and written or oral exams, depending on the nature of the course. The teaching staff sets the criteria and is involved in the assessment of teaching ability, according to their own requirements for students’ learning. The students are usually assessed at the end of each semester and sometimes midway through in order to help them to gradually build their skills, knowledge and understanding of music. The students usually have no choice in the way they are assessed, although in some cases the final examination is only the proof for the work done during the semester in negotiation with the lecturer. The actual teaching in schools is usually assessed through a portfolio which demonstrates the preparation and the way in which their actual teaching was developed and carried through. Reflection is used as a way of self-assessing the teaching process.

A trainee becomes a fully qualified music teacher on successful completion of exams in each of the subjects included on the 4-year educational degree or the 5-year music degree. Some additional compulsory training for first time music teachers is also offered at the beginning of the year. There is also optional in-service training for those who wish to enrich or strengthen their music educational skills. Although this training is dependent on individual's personal choice, it can play an important role in a teacher's professional development and future promotion.

It is important to note that music educationalists have mixed feelings about their music teacher training in Greece. These are mainly based on the fact that there is a huge gap between preparation and training for generalists and specialists. Generalists enter the course without necessarily any musical knowledge and their studies can offer only some understanding of music teaching and learning. On the other hand, although specialists might have some musical background, their music training might not be enough. It appears that they both lack skills: generalists have limited musical skills whilst specialists have limited pedagogical skills. Both groups feel unsupported during everyday practice.

Changes take place as a result of each university's policy to change its programme studies after a certain number of years. As a result, the organisation of Music teacher training courses has considered in a new way to include creativity, multiculturalism, enrichment of cultural awareness and cultural experiences. Teaching approaches appropriate for these perspectives which are student-led or group based follow current educational trends.

The time given to music in schools so far, has been limited to one hour per week. With the introduction of all-day schools, more hours are allocated to music although as an optional subject. Music teacher training courses need to respond to this by allowing their student teachers to spend more time on practical and experimental workshops in order to enrich their personal musical and teaching experiences with activities that might be used in school.

New books for teaching of music in primary schools, followed by CDs, CD‑ROMs and DVDs have been introduced for the first time in primary education. Other support material for the teaching of music in primary school is also under preparation. These new educational materials have been followed by seminars given to teachers and music teachers to help them familiarise themselves with new teaching materials and educational approaches.

One could say that such changes could be the result of new trends following the Bologna declaration. However, the Bologna declaration itself is still under discussion in Greece, although some of its initiatives seem to be in place, i.e. integrating the technological institutes within higher education. The Bologna declaration has seen a lot of criticism in Greece as a result of massive reforms that had to be made at the university system, including the foundation of private universities and reforms on the internal workings of universities. There is an ongoing debate in order to solve the legislative matters and establish a national system for quality assessment and assurance in higher education.

Since the Bologna declaration is still under discussion, it can only be said that at present it has influenced higher education through the increased mobility between students.