| Abstract [eng] |
In the context of a postmodern society, the concept of education is also changing. Postmodern ideas – uncertainty, becoming, rhizome – open up new perspectives in music education that emphasise the importance of experience, the relevance of the context and the orientation towards the needs of the learner. In this context, the music school, situated between formal and non-formal education, finds itself in an undefined territory that challenges teachers and encourages the search for alternative ways of teaching music. The aim of the study is to uncover alternative ways of teaching music in the undefined (between formal and non-formal education) context of a music school. A qualitative study was carried out based on thematic analysis methodology. Data were collected through semi-structured interviews with teachers working in music schools. The study revealed that teachers operate in an uncertain and controversial context of music school education. Faced with difficult to reconcile external factors and in order to meet the needs of the modern student, teachers are faced with the inevitability of finding alternative ways of teaching music. Teachers' teaching approaches often go beyond formal education and bring relevance, contextuality and informality to the educational process. The study shows that alternative ways of teaching music are not a set of methods, but a teacher's balancing act between formal and non-formal education, between purposeful learning and entertainment, while maintaining the essential goal of “not destroying his love of music”. |
