White paper on creativity - ebla center

Chapter 13education colleges”) provided teacherswith the necessary qualification foremployment in secondary education.Decree of the President of theRepublic no. 132, 28 February 2003 -"Regulations with criteria governing theindependent status, rules andorganisation of art and musicinstitutions, according to Law no. 508,21 December 1999.”This law gave the institutionsindependent status, with their own rulesand organisation, and identified thegeneral criteria for adopting statutes andexercising independence.Decree of the President of theRepublic, no. 212, 8 July 2005, -"Regulations for defining the teachingstructures in institutions of advanced art,music and dance education, according toLaw no. 508, 21 December 1999."Ministerial Decree no. 142, 27 April2006 - "Definition of the artisticacademicdisciplinary sectors, declaratoryjudgements and paradigmatic fields inthe Conservatories."Ministerial Decree no. 483, 22January 2008 - "Definition of the newteaching systems in Conservatories."The aim of raising music educationstandards by proposing programmeswhich take into account career prospectsfor students should be the foundingelement in the long – and in many waysincomplete – process of reforming theconservatories as described in the Table13.4. At least in theory, the new coursesare designed to eliminate the selfreferentialaspect of music teachingwhich was previously only organisedfrom the point of view of turning outperformers. Having established freshpoints of reference for identifying neweducational objectives, the reformedconservatories tend to place the accenton integrating music studies with a widercultural education so as not to precludestudents from having diversified optionsin terms of their future career.We must point out, however, that thenewly baptised “Institutions forAdvanced Art and Music Education”(AFAM) are in the paradoxical andanomalous situation of still having towork with both systems. There are stillno specific regulations for basic musiceducation, i.e. the acquisition of thenecessary skills to pass the entranceexam to the first level courses, except fora reference to rules enabling institutionsto introduce basic music courses,organised in such a way as to allow themto be attended by students enrolled inmiddle and upper secondary schools.Until the reform has finally beencompleted, the conservatories still havethe task of organising basic musicinstruction pending the creation ofstructures (music middle schools andhigh schools), to see to this kind ofpreparation. Moreover, although theprinciple of parity between universityeducation and conservatories has beensanctioned with a consequent obligationto engage in advanced music education,research, specialisation and especiallymusic production, the change in the legalframework has not been accompaniedby the allocation of the necessaryresources for its implementation.The difficulties of adjusting have yetagain been left to individual initiative,without the support of a co-ordinationguaranteeing a logical systematicWHITE PAPER ON CREATIVITY 313