Kadi Kaja defens her doctoral thesis on 31 October at 14:30 room A-402 for the degree of Doctor of Philosophy (Musicology):
„Music education in Estonian general comprehensive schools (with instruction in Estonian) in 1917–2024. Historical-analytical approach“
Supervisors: Prof. Dr. Toomas Siitan, Prof. Dr. Kristi Kiilu, Urve Läänemets (PhD)
Opponent: Professor emeritus Rein Veidemann, PhD (Tallinn University)
The doctoral thesis is available HERE and in print in the EAMT library.
Summary
This doctoral thesis, Music Education in General Comprehensive Schools (with instruction in
Estonian) 1917–2024. A Historical-Analytical Approach, examines the historical development
of the content of music curricula from the early years of the Republic of Estonia to the present
day. The analysed national curricula (NC) containing music syllabi and subject programmes
enabled an exploration of the continuity and significance of music education in the national
education system, as well as the dynamics of its development in historical, political, and
pedagogical contexts.
In today’s rapidly changing world, educational reforms are frequently undertaken to keep pace
with the times and to address the needs of a society. However, innovations, often inspired by
international trends, in modifications to content and/or the allocation of instructional time,
driven by the available information and its significantly easier accessibility compared to the
past.
In Estonia, a well-educated person with a broad cultural outlook is traditionally held in high
regard. When considering the future and, in particular, the kind of society we aspire to build,
careful thought must be given to what content for learning is needed.
Estonia is among the few countries where music education remains a compulsory component
of general education until the end of upper secondary school. Consequently, there are no prior
studies of a comparable nature that would enable international comparisons. This thesis seeks
to provide a comprehensive account of the development of music education content in Estonian
schools, thereby creating opportunities for future curriculum development. The political
background, organisational structures of schooling, and their effectiveness, factors that may
have influenced music education, are described. The study also offers insights for advancing
music education, designing curricula and teaching materials, and training music teachers. In
addition, it presents an overview of the impact of music education on Estonian musical
traditions and their appreciation in society.
Current curriculum policy debates often focus on the standardising influence of the European
Union and globalisation, yet the success of any educational system depends on its stable
functioning. Integrating traditional, proven systems with innovative approaches in national
school cultures is therefore a particularly complex challenge.
Shaping music education in the 21st-century Estonian general education system requires an
understanding of past experiences, which contributed to building a national education system
that recognised the important role of music in fostering statehood and national identity. These
historical foundations must be integrated with contemporary educational challenges and
practical implementation issues. To address the research objectives, two core questions were
posed:
- How have music syllabi evolved, and what factors have influenced their content in
different times?
- Based on the sources analysed in this study, what is the significance and future
perspectives of music education in Estonian schools?
Answers were sought primarily through document analysis, supported by semi-structured
interviews with subject experts (covering the Soviet period 1950–1991 and the period of
regained Republic of Estonia 1991–2024). The study applied two methodological principles:
consideration of the historical context and tracing the dynamics of content development.
Historical document analysis was combined with semi-structured interviews, supplemented by
the qualitative pilot study Perspectives on Music Education in Estonian Schools (Kaja et al.,
2023), conducted in 2022–2023.
The document corpus comprised all national curricula, their embedded syllabi, and Soviet-era
subject programmes defining instructional content. The contextual analysis also drew on
legislation, regulations, and other measures influencing education during the respective
periods. Archival material was collected from the Estonian Pedagogical Archive Museum
(EPAM), covering the full study period (1917–2024).
In addressing the first research question, three historical periods were distinguished for analysis
in terms of context, objectives, and content:
- Republic of Estonia (1918–1940)
- Estonian SSR (1940–1991)
- Regained Republic of Estonia (1991–2024)
Music education in Estonia has developed under markedly different conditions and ideological
influences. Over nearly a century, its course has been neither uniform nor stable, but rather
characterised by adaptation to maintain music as a compulsory subject in schools despite
changing and often challenging circumstances.