Degree Programme in Music: Soiton- tai laulunopettaja

Descriptions

Objective of the Programme
The music education programme prepares you to become a teacher of instrumental or vocal music, or music theory subjects. At the core of your expertise are strong musical and pedagogical skills.

Structure
The studies are divided into core and complementary competencies. Courses with related learning objectives form broader study modules. The curriculum includes basic and professional studies in the field, 30 ECTS of practical training, 30 ECTS of elective studies, and a 25 ECTS thesis.

Students can specialize in either instrumental/vocal teaching or music theory teaching. This choice is made during the application process.
Instrumental or Vocal Teacher Studies

Studies in musical expression form the largest part of the degree and span the entire duration of the programme. These include studies in the student’s main instrument and ensemble performance in various group settings.

Music Theory Teacher Studies
These studies include music theory subjects as well as instrumental/vocal and ensemble performance studies. The development of theoretical, pedagogical, and musical skills is supported through individually selected courses, pedagogical studies, and diverse teaching and work placements.
Common Studies for All Specializations

Basic studies include general music studies and language courses. Mandatory music theory and language studies are scheduled for the first two years, while other courses are taken later in the programme.

Annual Themes by Year of Study
First Year:
o Acquiring skills for higher music education
o Performing and preparation for performance
o Introduction to music pedagogy
Second Year:
o Deepening skills in higher music education
o Beginning of teaching practice – music pedagogy in practice
o Increased number of elective courses
Third Year:
o General pedagogical studies and advanced music pedagogy
o Deepening musical expression and building professional identity
o Opportunity for student exchange
Fourth Year:
o Demonstrating artistic and pedagogical maturity
o Transition to working life or further studies

Pedagogical Studies (60 ECTS)
These include instrument/vocal pedagogy or music theory pedagogy throughout the programme. They consist of didactics and supervised teaching practice, where students apply their knowledge in real teaching situations. General pedagogical studies take place in the third year, offering a broader perspective on educational issues. The thesis, part of the pedagogical studies, is completed in the final year.

Practical Training (30 ECTS)
In addition to supervised teaching practice, this includes working in various roles as a music educator and musician.

Elective Studies (30 ECTS)
Students can choose courses that support their professional development.

Content
The main content focuses on developing the student’s artistic and pedagogical skills. The multidisciplinary environment of the Arts Academy offers unique opportunities for collaborative productions. As studies progress, students have more freedom to tailor their curriculum and participate in interdisciplinary projects.

Internationality
Internationality is an essential part of music studies. The Arts Academy at Turku University of Applied Sciences has exchange agreements with several European music institutions. Studying abroad, international students in Turku, and masterclass teachers bring valuable perspectives. At least 60 ECTS of English-language courses supporting internationalization are available. The recommended time for exchange is the third year, and planning should begin by the second year in consultation with the main instrument teacher and tutor.

Instrumental or Vocal Teaching Specialization
Main instrument studies are the core of music education. Weekly lessons, independent practice, and regular assessed performances help students develop instrumental skills and deepen interpretative insight. Ensemble studies (e.g., chamber music, orchestra, lied, ensemble singing, opera) continue throughout the programme. Alongside musical expression, students complete pedagogical studies aimed at preparing them to teach instrumental/vocal music or music theory. Teaching is grounded in the student’s musical relationship, instrumental skills, personality, and broad pedagogical understanding.

Main instrument studies focus on acquiring and independently developing the essential skills for performing Western classical music. Other studies are scheduled to allow maximum time for daily practice. In addition to regular weekly studies, some courses are delivered through intensive projects and productions, aiming to develop a professional, high-standard working method across musical styles.

Numerous performance opportunities enrich the studies. Students may perform as soloists with the student orchestra or in the annual Young Soloists concert with the Turku Philharmonic Orchestra.

Music Theory Teaching Specialization
These studies include music theory, instrumental/vocal, and ensemble performance. The development of theoretical, pedagogical, and musical skills is supported through individually selected courses, pedagogical studies, and diverse teaching and work placements.

Competency Paths
The core of the studies is the continuous development of the student’s artistic skills and knowledge. Students can tailor their studies through elective courses, project roles, internship tasks, and thesis topics. Guidance supports each student’s professional growth by strengthening their strengths and addressing weaker areas. Students are encouraged to explore content outside their comfort zones to shape their professional identity.
All students at Turku UAS are offered basic entrepreneurship studies and the opportunity to engage in team entrepreneurship through projects. Student-run businesses are recognized as part of the studies and supported through interdisciplinary mentoring (e.g., Business Club). Entrepreneurial skills and mindset are developed through project work, elective studies, and internships.

Students specializing in orchestral instruments can focus on developing orchestral musician skills through the following study path:
Orchestral Musician Study Path
• Emphasis on chamber music and orchestral playing within ensemble studies
• Inclusion of chamber music and orchestral playing in elective studies
• Pursuing more demanding principal roles as studies progress
• Participation in professional orchestra internships (both those organized by TUAS with the Turku Philharmonic Orchestra and those independently arranged by the student)
• Choosing a thesis topic related to orchestral musicianship

Music Theory Teacher Studies
Students in the music theory teacher track have the opportunity to deepen their expertise in music technology or focus on specific pedagogical skills, such as composition pedagogy, special needs education, group teaching, early childhood music education, or positive pedagogy.

Specializations and Qualifications
The degree in music pedagogy qualifies graduates to work as instrumental or vocal teachers, or as music theory teachers in music institutions. The 60 ECTS of pedagogical studies included in the programme provide general teacher qualification in Finland.

Feedback System
The student’s role in developing the programme is defined by the Excellence Path of Turku UAS’s quality system. In music studies, the close teacher-student relationship enables immediate feedback. Student feedback is collected through personal meetings, course evaluations, and the Turku UAS student survey. Student-elected representatives participate in the Arts Academy’s management group. All feedback is compiled annually during the programme’s feedback days. Issues raised are used to create a development plan, which is shared with students and staff and monitored regularly, including by management group representatives.

Career and Further Study Opportunities
Graduates find employment in various roles in the music field as educators and artists. Further study opportunities include domestic and international master’s programmes, as well as professional master’s (YAMK) programmes after two years of work experience. Music pedagogy graduates typically work in music schools as instrumental, vocal, or music theory teachers. The degree also prepares students for various musician roles, such as orchestral musicians, accompanists, choir singers, or soloists. Entrepreneurship has become an increasingly common career path for music pedagogues in recent years.

Objective

The competence objectives are divided into three levels:
• Specialization-specific competencies
• Shared competencies in performing arts and music
• Generic competencies common to all UAS degrees

Specialization-Specific Competencies in Music Pedagogy
Pedagogical Competence
• Understands key teaching methods and materials for their main instrument or music theory subjects
• Has basic knowledge of the extensive and general syllabi in basic education in the arts (music)
Musical Competence
• Can express their artistic vision as a musician using acquired technical and interpretative skills
• Can aurally identify and produce various musical elements and analytically understand musical structures
• Has a general understanding of the history of Western and Finnish music from the Middle Ages to the present
• Can utilize technology as both a musician and educator
• Understands the basics of musical improvisation and can apply them in both musical and pedagogical contexts
Instrumental or Vocal Teacher
• Is familiar with the core repertoire of their instrument and has studied and performed a representative selection of it
• Understands various styles and performance practices of Western classical music
• Can perform in different ensembles and is familiar with key repertoire relevant to their instrument
Music Theory Teacher
• Can plan not only individual lessons but also long-term learning goals and progression over several years based on the objectives and content of the “Music Perception” study module
• Can select, create, and produce suitable and up-to-date learning materials for ear training and music theory, using instrumental repertoire and live music from various genres
• Has expertise in creative practices (arranging, composing, improvising) and can apply them in teaching
• Can address learners individually and choose methods for differentiated and learner-centered teaching, guiding students toward holistic and active learning
• Possesses interpersonal and group teaching skills and can encourage students to generate their own musical ideas and solutions
• Can utilize music technology tools and opportunities
• Can assess the objectives and content of the study modules they teach in relation to achieved learning outcomes and adjust their teaching accordingly
• Can adapt flexibly and innovate in response to changing needs, including supporting students with special needs

Expertise and Professional Skills in Performing Arts and Music
Pedagogical Competencies
• Understands key teaching methods and materials in their art field and recognizes the role of digitalization in their development
• Can work flexibly with diverse learners in various environments
• Is familiar with the societal and psychological dimensions of teaching and the foundations of teaching professionalism
• Can develop their teaching and art pedagogy through creative and research-based approaches
• Sees themselves as a teacher and educator who fosters learners’ relationship with the arts and contributes to building a sustainable future—socially, ecologically, and individually

Interdisciplinary Competencies
• Recognizes points of collaboration and interaction between their field and other art forms
• Understands their field as part of the broader arts landscape
• Has basic knowledge of the practices, history, and context of at least one other performing art in addition to their own

Professional Competencies of the Artist-Pedagogue
• Understands the various roles of artists and artist-pedagogues and has basic knowledge of entrepreneurship
• Can work as an artist and educator in different professional communities and develop their workplace skills
• Can manage small-scale projects in their field and act as an expert in multidisciplinary projects

Generic Competencies for UAS Degrees
(According to ARENE’s recommendation: ARENE 2022)
Learning to Learn
• The graduate recognizes their strengths and areas for development in learning and utilizes opportunities for collaboration and digitalization in their learning process.
Working Life Skills
• The graduate possesses versatile working life skills and can operate effectively in professional communities in their field.
Ethics
• The graduate acts in accordance with the ethical principles and values of their profession, respecting equality and non-discrimination.
Sustainable Development
• The graduate understands the principles of sustainable development, promotes them, and acts responsibly as a professional and member of society.
Internationality and Multiculturalism
• The graduate can operate in multicultural and international environments and networks.
Foresight and Development
• The graduate can develop future-oriented solutions in their field by applying existing knowledge and research and development methods.

Development

Studies are based on close interaction between teachers and students, as well as practical, work-oriented activities. The foundation of all learning is the student’s own active participation. In continuous, regular instrument instruction throughout the programme, students not only develop their instrumental skills but also general competencies required of a professional musician.
The starting point for studies is the knowledge and skills gained from previous music education. Upon entering higher education, music students are already part of the professional field. Students engage closely with working life, especially through teaching practice and artistic internships. Supervised teaching practice, which continues throughout the studies, provides hands-on experience in teaching. It prepares students to meet the learning objectives outlined in the national core curriculum for basic education in the arts.
The entire learning environment in music is highly international. A significant portion of ensemble studies is conducted in English, as both international degree students and exchange students participate in the ensembles. Through Erasmus and Nordplus exchange programmes, international teaching is offered in Turku, and students have the opportunity to apply for exchange studies lasting 3 to 9 months.
Interdisciplinary pedagogical and artistic projects promote cross-disciplinary collaboration. These are supported by structuring the academic calendar to include shared project weeks that interrupt the regular weekly schedule. These projects allow students to bring their musical expertise into a broader context. Peer learning between students from different artistic disciplines is especially active in interdisciplinary productions.
Students also have the opportunity to advance their studies during the summer months, not only through independent instrument practice but also by participating in various projects.

Further information

EVALUATION AND FEEDBACK
Assessment and feedback in music studies is a continuous, deliberative and inter-personal process between the teacher and student. Instrumental studies are assessed according to the instrument-specific criteria annual demonstration and the B-level exam contained in the thesis. Evaluation is conducted by experts from the assessment board. Instrumental performance, in addition to a student’s progress, is assessed in regular performance situations. The review panel will then give the student oral feedback about their performance.
Practical teaching traineeship includes two teaching demonstrations. Evaluation is conducted by the review panel, which provides oral feedback about the student’s performance.
The different sections of the thesis will be evaluated separately, whilst its entirety will be assessed by the review panel, who will provide a written feedback summary to the thesis’s author. A more detailed description of the criteria for the implementation of the thesis plan is contained in the content plan. Further, a portion of completed credits will be assessed as pass/fail