Il presidente Philippe Krüttli commentato l'attuale situazione del Nuovo Messaggio sulla cultura 2025-2028. Tra le altre cose, il Comitato direttivo ASSM desidera sottolineare l'importanza dell'accesso all'educazione musicale di bambini in età prcolare e di studenti professionali nonché del programma Giovani Talenti Musica. A questo proposito è in contatto con l'Ufficio federale della cultura.

As far as Giovani Talenti Musica are concerned, Switzerland as a whole is already making great strides. In July, three quarters of the cantons presented a letter of intent to the UFC, and among these, four quarters of the cantons have already presented their own definitive concept. The first approval at Swiss level was recently granted to the canton of Nidvaldo.

Eva Crastan, responsabile del dipartimento Public Affairs, has sollevato il tema delle conferenze regionali. There are currently two regional conferences that take place every year at the Swiss level - in French-speaking Switzerland and Central Switzerland. Nella Svizzera centrale, la conferenza regionale nell'anno scolastico '19/'20 è stata caratterizzata dall'incontro di scambio tra la Scuola universitaria professionale di Lucerna - dipartimento Musica e le scuole di musica, fungendo quindi sia da vetrina e collegamento con l'università e la ricerca, sia come scambio a livello cantonale. The Conference Romande has a more informal character and takes place every year in December in a music school. Around half of all directors and all directors of the region take part in these events. The ASSM Board of Directors is committed to being available to support, at an administrative and organizational level, the cantons wishing to establish and organize this type of regional conference, if necessary also in collaboration with university schools. 

Christian Braun spoke about the situation of the work on digitalization - the aim, as discussed at the last Assembly of Delegates, is to provide all music schools with a basis for developing their own digital transformation strategy. While Thomas Saxer has taken action on the projects of the two schools Quarte and Precollege, the structures will soon be integrated between them, without them having to be externalized as originally planned.

Various delegates have spoken about the different political developments in the various cantons. In the canton of Argovia, for example, in the spring of 2023, an initiative was approved by various parties to improve equal opportunities in the teaching of music. In Ticino, an initiative presenting a similar proposal was submitted by around 11,000 companies - in the testo of the initiative, among other things, an increase in public contributions was approved with the aim of reducing imports, which are currently extremely high at the expense of parents. 

Infine, Regula Gehrig, direttrice della Scuola di musica di Reinach AG, among gli applausi, ha ricevuto il certificato del marchio di gestione della qualità quarte Open Label appena conseguito per la scuola.

Photo: Anicia Kohler

How does an instrument feel? How does it sound? Choosing the right instrument is not easy for children and parents. With the music kindergarten, MS Olten fills a gap and accompanies children into the world of music and the music school with a wide range of activities. The lessons take place in groups of twelve and are jointly organized by two instrumental teachers and a teacher for music and movement. The music kindergarten offer was included in the music school's catalog of subjects in 2022 after a first, very successful pilot year - four classes will be run in parallel in the 2023/2024 school year. The costs for this will be covered by the regular budget. "It's a pragmatic project with the resources we have available," says Head of School Sandra Rupp. "We are delighted with the positive feedback from everyone involved, especially the parents!" For the second time in a row, Olten Music School won the VMS Good Practice Competition's Audience Award for its kindergarten. 

Picture: ZVG

After years of intensive touring and employment at music schools in various cantons, Stampfli decided to pursue further personal development. He became increasingly interested in organizing a music school and decided to acquire the necessary skills at the Bern University of the Arts. "Since graduating, I've basically been doing the same thing on a day-to-day basis as before - only my work is focused on a two-and-a-half kilometer radius instead of on projects in Berlin, Sao Paulo or Zurich," he says with a smile. During the interview, we discuss three points of his Master's thesis.

Music school networks communities ... 

More and more music schools are joining forces and are active in several municipalities. "We can literally link communities together harmoniously," writes Stampfli - be it through public concerts by students or teachers or other joint cross-community events. This results in a cultural mission in addition to the educational mission - people from both communities come together at concerts and get to know each other in an informal setting. 

... and generations

The same applies to encounters between generations, which are promoted through regular, broadly programmed concerts in retirement homes. Here too, Stampfli sees the music school as having a cultural responsibility. By having students play not only classical or traditional music, but also contemporary pop music, both the musicians and the audience broaden their horizons. "Music can be perceived as a gift - in the widest possible range of styles, eras and instruments," he says.

Networking with elementary school teachers

Stampfli describes the collaboration between music teachers and elementary school teachers as part of the joint music lessons (in accordance with Curriculum 21) as being characterized by a great deal of respect - sometimes even too much. Music teachers have great respect for classroom management, and teachers in turn have great respect for their music teaching skills. A training course is therefore planned to get to know each other, including a block of impromptu music-making to break down further inhibitions. 

Well positioned for the 50th birthday

The development process at Kilchberg-Rüschlikon Music School will continue over the next few years. An important step so far has been the new affiliation agreement and the newly negotiated salary agreement for the music teachers. This means that the music school - which coincidentally shares its birthday with Headmaster Stampfli - can prepare for its 50th anniversary in 2027 on a solid basis.Picture: ZVG

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President Philippe Krüttli commented on the status of the New Cultural Message 2025-2028. Among other things, the VMS Board would like to place particular emphasis on access to music education for preschool children and vocational school students and the Young Talents Music program. It is in contact with the Federal Office of Culture in this regard.

There is already a lot going on throughout Switzerland when it comes to Young Talent Music. As of June, three quarters of the cantons have submitted a declaration of intent to the BAK, of which four cantons have already submitted their finished concept. The first approval in Switzerland was recently received by the canton of Nidwalden.

Eva Crastan, responsible for Public Affairs, introduced the topic of regional conferences into the discussion. Two such cross-cantonal conferences are currently held across Switzerland every year - in French-speaking Switzerland and Central Switzerland. In Central Switzerland, the regional conference was merged with the exchange meeting of the Lucerne School of Music and the music schools in the 19/20 school year and thus serves both as a showcase and link to higher education and research as well as cantonal exchange. The Conférence romande has a more informal character and takes place in December at a music school. Around half of all head teachers in the region take part in both events. The VMS Board emphasizes that it is happy to provide organizational and administrative support to cantons wishing to set up and hold such regional conferences, if necessary also by liaising with universities.

Christian Braun spoke about the status of work on the digitalization concept - the aim, according to the discussion at the last delegates' meeting, is to provide music schools with a basis for developing their own strategy for digital transformation. And Thomas Saxer reported on the project development at the two labels Quarte and Precollege, whose structures will be aligned in the near future without being outsourced as originally planned.

Several delegates reported on political events in their cantons. In the canton of Aargau, for example, a non-partisan motion to improve equal opportunities in music lessons was adopted in spring 2023. In Ticino, an initiative with similar concerns was submitted with around 11,000 signatures - among other things, the text of the initiative calls for an increase in public contributions so that the current extraordinarily high parental contributions could be reduced.

Finally, Regula Gehrig, principal of the Reinach AG music school, was presented with the certificate of the newly acquired quarte Open Label quality management label to applause.

Photo: Anicia Kohler

The CEGM coordinates and manages the training program. This includes not only musical training, but also basic rhythmic training (Jacques Dalcroze), dance and theater.

The ten schools affiliated to the CEGM cover all styles of music, all ages and all requirements. The little ones can enrol in the Bubble d'air or the Musical Espace; brass ensemble lovers will choose the Ondine genevoise or the Cadets de Genève; contemporary music fans will attend the School of Musical Technologies; people attracted by a humanistic education will turn to Studio Kodály; rhythm is taught at the Institut Jaques-Dalcroze; dance at the Geneva School of Dance; the string players at Archis Accademia.

Together, the CEGM schools offer an educational program that covers three main categories: basic training for those who want to learn and develop an amateur artistic practice; intensive courses for students aged around 6 to 14 who want a broader education; and pre-professional courses reserved for the most motivated and talented students. School discounts are available in the last two categories.

Finally, it should be noted that the CEGM also has a Center for Contemporary Music, created a few years ago on the initiative of a group of teachers with the aim of facilitating access to and promoting the learning of recent musical works. This center manages teaching materials and scores that are made available to teachers and students. It also organizes auditions, shows and concerts.

www.cegm.ch

How can we reach the children at school? The team at the Pfannenstiel music school in Meilen ZH asked themselves this question in the spring of the second year of the pandemic. "It was clear to us that we needed something new," says principal Kerstin Wiehe. The decision was quickly made to produce a film in the style of a game - a journey through the music school in a virtual world, so to speak. Due to the limited time available, several project teams were formed. One team developed the film, while another worked on a related teaching unit, and a third contacted the elementary school and organized the school visits, etc.. Within a few weeks, a ready-made double lesson was created, including a film, presentation of instruments and a practical sequence with singing and body percussion. For Kerstin Wiehe, this parallel, agile way of working was the key to success. "There was a reciprocal effect," she says, "The different groups were able to make the necessary changes immediately and benefit from each other. That was great fun."

In the first year of implementation in 2021, the resulting project "MUSiK! - Music in the Classroom" with the film "MUSIKGEISTER" reached 75 school classes and 1700 children. In the next school year, enrolment figures at the music school rose by around seven percent, while they continued to fall at other music schools in the area. Kerstin Wiehe clearly attributes this to the project. Not only the teaching unit with the film itself, but also the parallel press work and the recognizability of the music spirits contributed to this. Teachers said that the children could still sing the "Farandole" motif by George Bizet a year later.

The Pfannenstiel music school will continue with the project in the future. Based on the story of the music spirits, a teacher has also developed a computer game for learning sheet music, which will soon be published. "We can well imagine developing further educational material," says Kerstin Wiehe. The team also found that the music ghosts are not only inspiring in terms of content, but also visually and stick in people's minds - this provides a good basis for further digital and analog tools.

Learn more: Pfannenstiel Music School

How can we bring children to school? Il gruppo di lavoro della Scuola di musica Pfannenstiel di Meilen ZH è posto questa domanda nella primavera del secondo anno di pandemia. "Per noi era chiaro che avevamo bisogno di qualcosa di nuovo", afferma la direttrice della scuola Kerstin Wiehe. Si è rapidamente deciso di produrre un film che si presenti come un videogioco - praticamente un viaggio attraverso la scuola di musica in un mondo virtuale. Dato che avevamo poco tempo a disposizione, sono stati formati diversi gruppi per il progetto. One has developed the film, while at the same time the other has developed the relative teaching unit and the third has contacted the elementary school to organize classroom discussions, etc. After a few weeks, a double lesson ready for use was created, including film, presentation of instruments and a practical sequence with music and body percussion. Per Kerstin Wiehe, this modo di lavorare in parallelo e dinamico ha determinato il successo del progetto. "Ne è scaturita un'interazione", dice, "I diversi gruppi hanno potuto apportare direttamente le modifiche necessarie e beneficiare l'uno dell'altro. It was very diverting."

Nel primo anno di realizzazione, il 2021, il progetto risultante "MUSiK! - Musica in classe" with the film „MUSIKGEISTER" (fantasmi musicali), has involved 75 classi di scuola e 1700 bambini. Nell'anno scolastico successivo, il numero di iscrizioni alla scuola di musica è aumentato di circa il sette percento, mentre ha continuato a diminuire nelle altre scuole di musica della zona. Kerstin Wiehe attributes this increase to the project. However, it was not only the didactic unit with the film that contributed, but also the promotional work and the musical fantasies. The teachers reported that the children were able to sing George Bizet's "Farandole" one year later.

La scuola di musica Pfannenstiel will continue with this project in the future. Sulla base della storia dei fantasmi musicali, un insegnante ha anche sviluppato un gioco per computer che aiuta ad imparare le note e sarà pubblicato a breve. "Pensiamo di elaborare altro materiale pedagogico", afferma Kerstin Wiehe. Inoltre, il gruppo di lavoro ha scoperto che i fantasmi musicali ispirano non solo in termini di contenuti, ma anche visivamente e rimangono nella mente delle persone - questo fornisce una buona base per sviluppare ulteriori strumenti digitali e analogici.

Per sapere di più: Pfannenstiel Music School

The canton of Bern is the second largest canton in Switzerland in terms of both area and population. It is geographically heterogeneous - flat, hilly or mountainous - and accordingly the cantonal territory includes cities and agglomerations as well as small hamlets. Another special feature of Bern is its bilingualism. "Cela ne nous pose pas de problème", says Hans Peter Hess, who himself lives in bilingual Nidau, with a grin. The very different educational concepts in the two language regions sometimes cause discussion in the canton - President Nicola von Greyerz sees this as an enrichment.

The current focus is on talent development at VBMS. "We have updated our concept and adapted it to the federal framework conditions," says Hans Peter Hess. Now it's all about implementation in the individual schools. He sees talent development as an important addition to broad-based development, even if it is time-consuming and is only aimed at a very small number of pupils. "I'm enthusiastic about it," he says. "With talent development, wanalog takes a big step forward in terms of musical education."

Another important topic is cooperation with the elementary school. "It's important to me that it doesn't depend on individual people whether this kind of collaboration takes place," says Nicole von Greyerz. Project-oriented collaboration works very well, for example in the context of musicals. The aim of the VBMS is to strengthen and institutionalize this collaboration. To this end, a new position for the coordination of music schools and elementary school was created at the beginning of 2023 - Isabelle Lehmann, deputy head of the Biel music school, was hired.

The financing of music education is also an issue in the canton of Bern. In addition to contributions from the municipalities and the canton (30%), parents pay an average of CHF 780.00. Music schools are fundamentally too expensive and a new system is needed, according to Hans Peter Hess. The "Finances" working group was therefore recently reactivated. This means that neither the VBMS Board nor the office will run out of work - although Hess will hand it over in summer 2023. The long-standing VMS delegate is retiring and is looking forward to devoting himself to making music again with a newly founded band.

Association of Bernese Music Schools

"The project stems from the desire for music schools to be as accessible as possible," explains Eugénie Grenier Borel, the initiator of the project. The course therefore takes place on site directly after school, which makes it much easier for parents to coordinate their daily lives. The course takes place weekly, lasts two hours and is led by three instrumental teachers and a drama teacher. The aim of the course is to put on a show at the end of the year.
"Theater and music develop several common skills, especially working with nuances and everything that has to do with timing," says Eugénie Grenier Borel. At the beginning, several instruments are suggested to the students so that they have as much choice as possible and get a good insight.
The show takes four to five months to prepare. It is written by the teachers in close collaboration with the students. "It's not musical theater or musical comedy - we're inventing a new form, which is very stimulating," says Eugénie Grenier Borel. "The amazing thing is that children develop the ability to move seamlessly from music to drama. The course develops an enhanced way of expressing an emotion.
The next show, Space Hotel, will take place in a seemingly utopian world. The children will find a creative expression for their doubts, their fears of the future and also their frustration.

Musique-Théâtre, cours interdisciplinaire

"Le scuole di musica dovrebbero diventare più accessibili - questo è ciò su cui si basa il nostro progetto", says Grenier Borel, ideatore del corso. Al fine di facilitare l'accesso alla musica, il corso di teatro musicale si svolge quindi in loco direttamente dopo la scuola e non dipende quindi dalla disponibilità dei genitori. Il corso si svolge settimanalmente, dur dura due ore ed è tenuto da tre insegnanti di strumento e da un insegnante di teatro. Durante il corso viene elaborato uno spettacolo teatrale, che alla fine verrà portato in scena.

"Il teatro e la musica aiutano i bambini a sviluppare molte abilità - lavorando con le sfumature, il linguaggio, il senso del tempo," says Eugénie Grenier Borel.

La preparazione dello spettacolo richiede circa 4-5 mesi. Viene elaborato dagli insegnanti in stretta collaborazione con gli/le allievi/e  e  include una formazione di base di uno strumento a loro scelta e di recitazione. Il prossimo spettacolo, Space Hotel, è ambientato in un mondo apparentemente utopico, che però presto si incrina, permettendo ai bambini di esprimere dubbi, paure e frustrazioni.

Musique-Théâtre, cours interdisciplinaire

A volte, durante la lezione di musica tutto funziona alla perfezione. L'allieva ha capito l'esercizio, l'allievo è riuscito a decifrare la diteggiatura. Ma appena arrivano a casa non si ricordano più esattamente le indicazioni o come si deve suonare correttamente. Quindi bisogna aspettare la prossima lezione per chiarirlo. "Abbiamo notato che manca qualcosa" dice Daniel Brand della Scuola di musica Lyss. Con un piccolo ed agile team ha sviluppato trivs di propria iniziativa. Ora gli/le insegnanti possono inviare alle allieve e agli allievi gli esercizi studiati durante la lezione e le registrazioni delle versioni suonate. In particolare è pratico perchè include anche un metronomo, un riproduttore audio e un'agenda. In this way, the app becomes a support tool and helps to make studying part of everyday life. Daniel Brand considers himself to be a coach - he is in continuous contact with his students and he checks on them to see what they need to study in the classroom: "It's important to know what you need to study in the classroom". 

Not only allievi/e e insegnanti ad accogliere molto positivamente trivs, but also i genitori, che sono in grado di seguire meglio i loro figli nello studio in quanto, grazie a trivs, possono ascoltare gli esercizi anche concretamente.

L'app trivs è pensato per gli/le insegnanti. Al momento vi partecipano insegnanti di circa 15 Comuni nei Cantoni Berna e Lucerna. Daniel Brand and his team have developed initiatives on their own initiative and free of charge - only the management costs have been covered. He added: "Il premio dell'anniversario rappresenta per noi un riconoscimento. Ci aiuta a sviluppare ulteriorimente il programma e ci stimola molto ad andare avanti!"

coach.trivs.app

Sometimes things go really well in a music lesson. The pupil has understood the exercise, the pupil has cracked the fingering. But as soon as they get home, there is a lack of precise feedback and cool playbacks. There is a need for clarification in the next lesson. "We realized that something was missing," says Daniel Brand from the Lyss music school. With a small, agile team, he developed trivs on his own initiative. Teachers can now send the exercises and recorded play-along versions that they have coordinated during the lesson home with their students. What is particularly practical is that trivs is also equipped with a metronome, audio player and scheduling function. This turns the app into a practice companion and helps to make practicing a natural part of everyday life. Daniel Brand sees himself as a coach - he is in constant communication with his students and asks what instructions they need for home: "It's important that they know what they're going to practise at home". Not only pupils and teachers, but also parents have responded very positively to trivs. They can support children better when practicing because they can also hear the exercises in concrete terms thanks to trivs.

The target group of trivs are teachers. Teachers from around 15 municipalities in the cantons of Bern and Lucerne are currently involved. Daniel Brand and his team developed trivs on their own initiative and pro bono - only the operating costs were covered. He says: "We see the anniversary award as official recognition. It supports us in our further development and motivates us a lot!"

coach.trivs.app

Quale strumento scelgo? Every year in primavera le scuole di musica di tutta la Svizzera presentano la priopria offerta di attività. Bambini e genitori possono provare i vari strumenti e conoscere gli/le insegnanti durante lezioni di assaggio o nella seguitissima presentazione di strumenti - quindi un momento molto importante per tutti i partecipanti e non da ultimo per le scuole di musica. La presentazione di strumenti per smartphone, elaborata dalla Scuola di musica di Oberer Sempachersee, rappresenta un buon complemento all'offerta dal vivo.

Questo gioco - al momento disponibile per smartphone, ma presto anche per tablet - è gratuito ed è pensato per bambini di prima e seconda elementare. Prende avvio dalla "Casa della musica" con diverse stanze dove si presentano gli strumenti - sia con elementi giocosi che con esempi sonori, indovinelli visivi o puzzle. La cosa bella è che le scuole di musica possono adattare questa Casa della musica alla propria offerta di attività, inserendo il proprio logo e link a video di strumenti dei/delle propri/e insegnanti. In this way, future students will be able to choose a specific tool in complete tranquillity, at home and in the most appropriate way - by directly writing to them. Per l'utilizzo del percorso strumenti per smartphone, le scuole di musica che partecipano versano una quota iniziale una tantum e poi pagano un abbonamento annuale. At the moment there are 21 music schools from various cantons of Switzerland participating. A medio termine è prevista anche la traduzione in francese e in italiano. "Siamo solo all'inizio" dice il promotore del progetto Manuel Imhof, direttore della Scuola di musica Oberer Sempachersee MSOSS. "Le possibilità sono molto ampie". 

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Which instrument should I choose? Every spring, music schools throughout Switzerland present their offerings. Children and parents can try out instruments and get to know teachers at taster events or on the very popular instrument course - a very important moment for everyone involved, not least for the music schools. The instrument course for smartphones, developed by the Oberer Sempachersee music school, is a good addition to the on-site offer.

The game - currently for smartphones, but soon also available for tablets - is free of charge and is suitable for children in Year 1 and 2. It begins in the "House of Music" with various rooms that introduce instruments - each with playful elements such as audio games, picture puzzles or jigsaw puzzles. The highlight is that music schools can adapt this House of Music to their own program, add their own logo and link it to instrument videos of their own teachers. This allows future music students to make their decision for a particular instrument at home in peace and on a solid basis - and sign up directly if necessary. Participating music schools pay an annual subscription fee for the use of the instrument course for the smartphone after a one-off start-up financing. Currently, 21 music schools from various German-speaking cantons are involved. Translation into French and Italian is also planned in the medium term. "We're just at the beginning," says initiator Manuel Imhof, principal of MSOSS. "It's enormous what's possible."

www.musikschule-oberer-sempachersee.ch 

Niente su di noi senza di noi

"È molto semplice: ovunque si parli di noi, vogliamo partecipare anche noi e dire la nostra", affirms Claudia Casanova. È una questione di atteggiamento: si tratta di uguaglianza. In Switzerland, for example, the question is even more difficult due to the fact that in recent times there have been no war invalids who have been reintegrated into society and the world of work after their service, as in Anglo-American regions. And the Swiss government's policy has made it possible to set up special courses for people with disabilities (special educational courses, work in laboratories), which many people do not want to attend but which are difficult to stop once the road is closed: perché il 70% dei bambini che hanno frequentato la scuola speciale, dopo averla conclusa rimangono nell'ambiente speciale con residenza e laboratori.

Le persone con disabilità non sono un gruppo omogeneo

"A person with a wheelchair and a disabled person have virtually nothing in common in terms of access without barriers," affirms Claudia Casanova. The range of disabilities is enormous - and even the people who are not disabled from birth, but have become disabled as a result of an accident or illness, feel very strongly that their position in society has changed from the moment they are considered persons with disabilities. 

Rispondere alle esigenze individuali

As a result, in the majority of cases, it is more important not to create new separate music lessons for people with disabilities, but to integrate them into normal lessons and, if necessary, to provide appropriate individual support. "Forse serve un'edizione Braille delle partiture per un allievo con disabilità visive", dice Casanova, "mentre ad un allievo con problemi cognitivi si può affiancare una persona di sostegno".

Essere aperti e creativi

"Don't let yourself be led by fear," says Casanova. "Invece, lasciate che la curiosità e l'apertura vi guidino nelle lezioni di musica con persone disabili e affrontate le sfide con calma e passo e passo. In my role as a musician and instructor, I convey the joy of music to all people. Svolgete un compito molto importante - e comunque siete virtuosi nel realizzarlo!"