At the recent seminar on "Solutions to improve the quality of music education in schools", experts, education managers and artists proposed solutions to make art a crucial foundation in developing students' comprehensive competencies.

Pham Tuan Anh, Deputy Director of the Department of Teachers and Educational Administrators, of the Ministry of Education and Training (MOET), noted that music education in schools faces difficulties because of a shortage of staff, some of whom are underqualified.

Since the application of the new 2018 General Education Program, art teachers at high schools have been almost non-existent in many localities, and there is a severe shortage at primary and secondary levels.

In addition, equipment, facilities and specialized classrooms are lacking. "Art teaching requires musical instruments to be taught and learned well. But for schools, especially in remote areas, this remains a very difficult issue," Anh said.

Many people, especially parents, still consider the subject supplementary as it is not used for university entrance exams, so they pay little attention to it. These factors have hindered the teaching of art subjects in general education schools.

Thai Van Tai, Director of the Department of General Education, said that recently MOET has restricted the management of extra classes and tutoring to create space for students to explore their aptitudes and participate in art activities.

To improve the quality of music education, teaching must be changed towards an experiential approach, inviting artists to participate in educational activities.

“Students need to ‘immerse’ themselves in an artistic environment to express their talents, turn knowledge into personal capability,” Tai said. If well organized, school art programs will help identify artistic talent early and develop more well-rounded generations, he added.

Inviting singers to teach students

Dam Tien Nam, Principal of Nguyen Binh Khiem Secondary and High School (Hanoi), which pioneered music and arts education in its curriculum in 2010, said the school initially faced difficulties such as a lack of instruments, professional stages, and standard rehearsal rooms. The teaching staff consisted of only two to three teachers, mainly teaching singing and basic music theory.

However, the school set clear goals: primary students should be able to use an instrument and understand rhythm, solfege, and musical appreciation; secondary students should reach proficiency levels enabling ensemble performance, choir, and stage presentation; and high school students should be able to create music, form bands, perform with technique, and participate in major art projects.

To achieve these goals, the school recruited teachers and artists with formal training from arts academies, performance experience, and modern pedagogical thinking. It allowed professional artists to work as visiting lecturers to teach, share experience, and inspire students.

The school also spends money on instruments, specialized classrooms, and professional stage lighting and sound systems. Students study in a semi-professional environment, guided by teachers as artistic advisors, exposed to artists and experts, and involved in practical projects like students in arts universities.

“Students can choose instruments such as piano, guitar, drums, traditional music instruments, violin, and study traditional music, modern music, music technology, and music production. Many students have discovered, confirmed, and developed their talent. Quite a few have passed the entrance exams to Vietnam National Academy of Music and Central University of Art Education,” Dam Tien Nam said.

As an artist who has taught in several schools, Nguyen Thi Le Giang from the Vietnam National Academy of Music said students are enthusiastic when exposed to formal and professional music training.

She believes schools should invest in soundproof rooms and professional equipment, and artists should regularly collaborate and help train teachers to enhance their expertise and inspire students.

The 2018 general education program places special emphasis on arts education, considering it an important part of shaping and fully developing students. Arts education is not limited to subjects such as Music and Fine Arts but is also integrated with other subjects and experiential activities.

Music and Fine Arts are compulsory subjects for students from grade 1 to grade 9, and schools must ensure full instruction time as required in the curriculum. At the high school level, Music and Fine Arts are elective subjects; students must choose at least one of these subjects if the school offers the corresponding subject group. However, in reality, many schools face difficulties in implementation due to a shortage of teachers and inadequate facilities, making art subject groups rarely offered or not feasible in many places.

Thuy Nga