The features of individual instruction in Slovenian music schools Branka Rotar Pance and Ana Kavčič Pucihar
Summary: Specific musical goals are part of a broader artistic, cultural and ethical context at all levels (elementary, conservatory and academic) of Slovenian music education. Musical activities influence development of one‘s wholesome personality as well as one‘s social features. Individual instrumental instruction is one of the hallmarks of Slovenian music school education. The learning process in the one-to-one instructional context can be facilitated by intensive student-teacher interactions. Within learner-centered instructional context the teacher may evolve higher responsiveness to students‘ ideas and questions, as well as support their thinking and provide new challenges. Teacher‘s professional excellency stems from his expertise, personality features and social skills. Parents play an important role in their children musical development and their achievements. We researched some of the one-to- -one instructional context features among 78 flute teachers in Slovenian Music Schools. Flute teachers recognised their professional knowledge area as the most problematic, particularly teaching the technique of playing the instrument. Teachers evaluate students‘ home practice as insufficient. Parents respect teachers‘ professional integrity. In the lower grades, parents‘ presence supports their child‘s advancement. Teachers don‘t report any problems that would undermine their professional development and creativity in their work environment. The success of the educational process in the one-to-one flute instruction is closely connected to teacher‘s professional excellency. Therefore teachers were asked to define the features of an excellent flute teacher.