Peculiarities of Future Primary School Teachers’ Musical Competence


  • Jolanta Abramauskiene Vytautas Magnus University



Primary school teacher, musical competence, music education


Musical education belongs to significant spheres of personality development and human expression. Music develops human imagination, enhances the emotional experience, evokes the human ability to perceive the organised world of sounds and stimulates the esthetical experience of this world. Many studies have shown that the importance of musical education is more important for primary school pupils than in later years. If before this age, in the families or schools the music education is not given enough attention, the child loses a lot (musical receptiveness, specific visual thinking), and later this kind of abilities for various reasons (disharmony of physical, emotional development, etc.) are more suppressed. Therefore, much of significance must be devoted to the musical education of future primary school teachers. The research data from qualitative and quantitative study analysis have highlighted the peculiarities of musical and pedagogical psychological competencies of primary school teachers.


Abril, C. R., and Gault, B. R., 2006, The State of Music in the Elementary School: The Principal's Perspective. Journal of Research in Music Education, 54(1), 6-20.

Anttila, M., 2007, Challenges for Music Studies in Class Teacher Education in Finland', Kūrybos Erdvės (The Spaces of Creation), 7, 8–14.

Balčytis, E., 2012, Muzikinio ugdymo labirintais (In the Labyrinths of Music Education), Šiauliai: Šiaulių universiteto leidykla.

Binns, T., 1994, Children Making Music. Hemel Hempstead: Simon and Schuster Education.

Bremner, Z., 2013, Transforming an ‘Unmusical’ Primary Teaching into a Confident Musician: A Case of Personal Narrative Enquiry, In MasterClass in Music Education, edited by J. Finney and F. Laurence, 79–87. London: Bloomsbury.

Damaševičienė, J., Strakšienė, D. and Urniežius R., 2009, The Demands for Professional Qualification Development: The Diagnostics of Attitudes of Music Teachers. Jaunųjų mokslininkų darbai, 4 (25), 106-112.

De Vries, P. A., 2015, Music Without a Music Specialist: A Primary School Story, International Journal of Music Education, 33 (2), 210–221.

Flash, L., 1993, Music in the Classroom at Key Stage 1, in J. Glover & S. Ward (Eds), Teaching Music in the Primary School. London: Cassell.

Garvis, S., 2013, Beginning Generalist Teacher Self-efficacy for Music Compared with Maths and English, British Journal of Music Education, 30 (1), 85–101.

Glover, J., and S. Ward, 2004, Teaching Music in the Primary School, 2nd ed., London: Continuum.

Gordon, E. E., 1998, Introduction to Research and the Psychology of Music, Chicago: GIA Publications.

Hallam, S., 2012, Music Psychology in Education, London: Institute of Education Press.

Henley, J, 2017, How musical are primary generalist student teachers? Music Education Research, 19(4), 470-484.

Hennessy, S., 2000, Overcoming the Red Feeling: The Development of Confidence to Teach Music in Primary School amongst Student Teachers, British Journal of Music Education, 17 (2), 183–196.

Hennessy, S., 2017, Approaches to Increasing the Competence and Confidence of Student Teachers to Teach Music in Primary Schools, Education 3-13, 45 (6), 689-700.

Hennessy, S., L. Rolfe, and S. Chedzoy, 2001, The Factors Which Influence Student Teachers’ Confidence to Teach the Arts in the Primary Classroom, Research in Dance Education, 2 (1), 53–71.

Herbst, A., de Wet, J., and Rijsdijk, S., 2005, A Survey of Music Education in the Primary Schools of South Africa's Cape Peninsula, Journal of Research in Music Education, 53 (3), 260–283.

Holden, H. and Button, S., 2006, The Teaching of Music in the Primary School by the Non-Music Specialist, British Journal of Music Education, 23 (01), 23–38.

Jautakytė, R., 1998, Vaikų muzikinis ugdymas ir mokytojo vaidmuo (Children's music education and role of the teacher), Muzikinio ugdymo problemos: žvilgsnis į XXI amžių, Vilnius: Publishing House of Vilnius Pedagogical University.

King, F., 2018, Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice. Australian Journal of Teacher Education, 43(5), 48-58.

Lasauskienė, J., 2010, Music Teacher’s Activities and Competencies, Vilnius: Publishing House of Vilnius Pedagogical University.

Monkevičienė, O, 2009, Education Reform In Lithuania: The Change Of Pre-School Education Content And Educational Technologies In Years 1988–2008, Teacher Education, 12 (1), 104–120.

Pedagogų kvalifikacijos tobulinimo koncepcija (Concept of Teacher Qualification Improvement), 2012, Date of access: 15/01/2019.

Pedagogų rengimo reglamentas (Teacher Training Regulation), 2018, Date of access: 15/01/2019,

Pieters, J. M., 1996, Psychology of adult education, In A. C. Tuijnman (ed.), International Encyclopedia of Adult Education and Training, (2nd edition) New York: Elsevier Science, 150–158.

Pradinio ugdymo bendroji programa (The General Curriculum of Primary Education), 2008, Date of access: 17/02/2019.

Rinkevičius, Z., 2005, Muzikos pedagogika (Music Pedagogy), Klaipėda: University Press.

Russell-Bowie, D., 2009, What Me? Teach Music to My Primary Class? Challenges to Teaching Music in Primary Schools in Five Countries, Music Education Research, 11 (1), 23-36.

Velička, E., 2001, Mokytojo muzikinė kompetencija (Teacher's musical competence). Žvirblių takas, 6, 45–48.

Wiggins, R. A. and Wiggins, J., 2008, Primary Music Education in the Absence of Specialists, International Journal of Education & the Arts, 9 (12), 1-27.




How to Cite

Abramauskiene, J. (2019). Peculiarities of Future Primary School Teachers’ Musical Competence. Proceedings of the International Conference on Education, 5(1), 31–40.