Category Archives: Music education

Covering the Cultural Heritage of Finland in RILM

International Peace Gardens in Jordan Park, Salt Lake City, Utah

Situated about three miles away from the Hilton Salt Lake City Center, site of the 2026 annual meeting of the Music Library Association attended by RILM staff, Jordan Park contains a heritage setting that is uniquely global in character: the International Peace Gardens. The grounds feature 26 country-themed sections, each reflecting a nation’s culture and landscape, that are designed to foster peace and friendship. 

The locale’s spirit of international cooperation recalls the global initiatives of UNESCO that inspired the organizational structure of RILM 60 years ago. It is rooted in the conviction that authoritative and incisive knowledge on human creativity can only be attained collectively, by embracing a multitude of perspectives. Today, as RILM continues to collect and amplify every voice in music research as a UNESCO-accredited NGO, the Peace Gardens remind us of the importance of embracing a global sensibility towards interdisciplinary research.

With the approach of Voicing Innocence (7-8 April 2026)—a conference that accompanies the performance of Kaija Saariaho’s opera Innocence at the Metropolitan Opera in New York from several different fields of inquiry—the picturesque area of the park designated to represent Finland (Saariaho’s homeland and that of many of the speakers and illustrious guests) seems particularly prescient and appropriate. It immediately calls to mind the surfeit of writings on Finland’s lands, history, music and instruments, musicians and artists, and so much more that RILM has documented across all of its resources over the last six decades.

Below is a sample of this collecting effort of just some of the holdings dedicated to, and to some extent produced by, Finland. We hope that it serves as an entry point into research on the country’s artistic production and appreciation for its incredibly rich cultural heritage.

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Those interested in research surrounding Finland will encounter a plethora of writings in RILM Abstracts of Music Literature. The country itself is indexed in 8126 records (1493 available in full text). Over 2200 of these writings are in the Finnish language, and writings on Finland exist in 47 languages, attesting to the global musicological interest in the country. These publications reveal a broad and well-developed field that spans historical research, contemporary analysis, and documentation of musical life. Much of the focus lies in music history and musical life, alongside strong contributions from musicology and ethnomusicology, reflecting an interest in both institutional and lived musical practices. Scholarship covers a wide range of genres, including traditional music, popular music, jazz, and religious music, while also addressing pedagogy, performance practice, and musical instruments. These studies are often supported by extensive documentation such as discographies, catalogues, and bibliographies, underscoring a commitment not only to analysis but also to preservation and reference. Geographically and culturally, the material highlights both regional diversity and cultural specificity within Finland. Major urban centers such as Helsinki, Turku, and Tampere emerge as key hubs of musical activity and scholarship, while smaller localities like Kaustinen are especially prominent in the context of folk traditions and festivals. At the same time, research engages with Finland’s multilingual and multicultural fabric, particularly Finnish-Swedish, Sámi, and other minority communities, as well as immigrant groups. Overall, writings on music in Finland situate musical practices within broader cultural, social, and political frameworks, reflecting how music intersects with identity, regional heritage, and cultural policy.

Additional writings are concerned with “Finnish music outside Finland”, highlighting a diaspora-oriented perspective, where references are relatively sparse and spread across a small number of countries. Mentions appear in contexts such as Canada, Estonia, France, Norway, Russia, Sweden, and the U.S., along with broader regional references such as North America. Finnish music outside its country of origin is studied primarily in terms of diaspora presence and reception rather than in large volume, with modest attention distributed across neighboring Nordic and Baltic countries as well as select global contexts.

Content related to Finland in the RILM Index to Scores and Collected Editions reflects the country’s outsized contributions to the production and development of Western art music. Finland appears in 203 indexed records, encompassing detailed bibliographic information for 94 full scores, 58 parts, and 27 works for solo instrument or voice, alongside 45 records in Finnish and 20 associated with the historic Finnish publisher Fazer. The scope of available material is further demonstrated by major editorial projects such as Documenta musicae Fennicae, a 20-volume series presenting works by Finnish composers from the 18th and 19th centuries, and the 27-volume edition of Jean Sibelius’s complete works, underscoring both the depth of archival resources and the international significance of Finnish musical output.

Oxford anthology of Western music. III, ed. Robert Rau Holzer and David J. Rothenberg (New York: Oxford University Press) 591–597 [RILM Index to Scores and Collected Editions, 2013-44897]

The RILM Archive of Popular Music Magazines mentions Finland 383 times across 18 different zines, attesting to international interest. Discourse on Finnish pop often centers on heavy metal and its stylistic offshoots. Finnish groups like Amorphis (blending death metal with local folk influences), Sentenced, and Stratovarius established a style characterized by melodic, atmospheric, and sometimes melancholic metal. By the 1990s, Finland’s reputation as an incubator for metal became solidified with the global success of groups like Nightwish, Children of Bodom, HIM, and Apocalyptica, partially defining subgenres like symphonic metal and melodic death metal.

“Finnish Line: Pagan Prog Rockers AMORPHIS defy death” by Michael Moynihan in Seconds no. 29, 1994

Finland has also produced a rich punk scene documented by several non-Finnish zines. Embracing the subversive potential of the music (and the zines themselves), writings from the 1980s sometimes situated music criticism and review within the context of the Soviet presence. Given its geographic proximity, history of conflict (e.g., the Winter and Continuation wars), perceived enforced capitulations surrounding so-called Finlandization policies, and Cold War threats, the Soviet Union as a reference point is rather unsurprising. Articles in zines offer a unique window into the agency and activities of subcultures eager to deploy text, image, and music, some as a response to perceived misunderstandings from outsiders about the Finnish situation, particularly in the country’s major cities. 

Content related to Finland in the RILM Music Encyclopedias underscores the country’s rich and multifaceted musical heritage as represented across a wide range of reference works. The collection includes information on 464 Finnish musicians, 74 Finland-related topics, and 21 instruments associated with the country, alongside full encyclopedia entries dedicated to Finland in several major sources. Notable among these are Timo Leisiö’s entry in The concise Garland encyclopedia of world music, which situates Finnish music within its geopolitical, linguistic, and cultural contexts while also addressing traditional music, instruments, and developments such as jazz, and the collaborative article by Liv Greni, Miep Zijlstra, Dilkka Kolehmainen, and Rina Barbier in the Algemene muziek encyclopedie, which traces Finland’s musical history from liturgical and secular traditions through to postwar developments, including education, ballet, and key genres.

Earlier and complementary perspectives are provided by the Finland entry in Hugo Riemann’s Musik-Lexikon, which documents sacred, secular, and traditional music in a historical framework from the late 19th and early 20th centuries. Together, these sources are further enriched by specialized scholarship such as The historical dictionary of the music and musicians of Finland by Ruth-Esther Hillilä and Barbara Blanchard Hong, the only comprehensive English-language reference devoted entirely to Finnish music and culture. Spanning a broad historical range from antiquity to the late 20th century, these encyclopedic resources collectively highlight the depth of Finnish musical life, its historiography, and its continued relevance within both national and international contexts.

Kalevala-style song (soloist and choir): Timo Leisiö, Kalevalaisen kansanlaulun ulottuvuuksia, 1976. Liv Greni, Miep Zijlstra, Dilkka Kolehmainen, and Rina Barbier, “Finland”, Vocale muziek, Algemene muziek encyclopedie, eds. Jozef Robijns and Miep Zijlstra (Haarlem: De Haan/Unieboek, 1979–84). Article published 1980.

Finally, the articles dedicated to Finland in the standalone encyclopedias—DEUMM Online and MGG Online—provide a thorough inspection of the county’s vocal and instrumental traditional musics, art music from the Middle Ages to the contemporary era, and modern musical life, including the music industry, concerts, opera, and festivals. Valuable bibliographies accompany both as well. 

Beyond this, both resources contain many entries that center on Finnish musicians across several genres. In MGG Online, the researcher will encounter 62 Finnish composers, 14 conductors, and eight pianists, for example. Additionally, both encyclopedias cover not only the nation’s artistic production, but its scholarly output as well, with entries on prominent Finnish musicologists and music critics.

The jouhikko player Juho Vaittinen (d.1916) from East Karelia, in playing position. Ilkaa Oramo, “Finnland”, Volksmusik, Die Instrumente und die Instrumentalmusik, MGG Online, ed. Laurenz Lütteken. (New York: RILM; Kassel: Bärenreiter; Stuttgart: Metzler, 2016–) Article published November 2016.

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Filed under 20th- and 21st-century music, Baroque era, Classic era, Dance, Dramatic arts, Ethnomusicology, Europe, Film music, Geography, Iconography, Instruments, Jazz and blues, Language, Literature, Mass media, Middle Ages, Music education, Music industry, Musicologists, Musicology, Nature, Opera, Opera, Pedagogy, Performance practice, Performers, Popular music, Reception, Religious music, Renaissance, Romantic era, Sound, Theory, Therapy, Visual art, Voice, World music

Asian American music teachers’ experiences

Asian Americans hold distinct positions across various professions, experiencing both significant underrepresentation in some fields and notable overrepresentation in others. The Asian population in the United States has grown substantially–an 88% increase over the last two decades. Despite this growth, disparities persist, with Asian Americans remaining underrepresented in numerous sectors. For instance, they comprise only 2% of teachers in the public school system. Some argue that Asian Americans have overcome racial discrimination by embodying the so-called “model minority” stereotype, often associated with higher levels of affluence and educational attainment compared to other minority groups, such as Black and Hispanic communities.

During the COVID-19 pandemic, a troubling trend emerged, with one in six hate crimes against Asian Americans involving physical violence and another one in six incidents reflecting social exclusion or avoidance. Additionally, more than one in nine cases suggested potential civil rights violations, such as workplace discrimination. Despite these challenges, the role of Asian American educators in advancing social justice remains largely understudied. While multicultural music education has occasionally incorporated their perspectives, comprehensive research on their experiences as minorities is limited. Applying the lens of Asian critical theory (AsianCrit) uncovers some of the distinct obstacles faced by Asian American music teachers and evaluates their impact on educational practices and policies.

In this context, educators of color navigate a dual challenge: resisting stereotypes tied to their heritage while preserving their cultural identities in educational environments that often push conformity to dominant white cultural norms. Building on critical race theory (CRT), S.D. Museus and J.S. Iftikar (2014) developed AsianCrit, a framework that merges CRT with insights from Asian American studies to address the complexities of Asian American experiences. AsianCrit has revealed the model minority myth as a tool of racial subjugation and illustrated how Asian Americans are strategically positioned in political debates, such as those surrounding affirmative action. The AsianCrit framework is deliberately pan-ethnic, recognizing that, despite their diverse backgrounds, Asian Americans experience racialization as a collective group. This shared racialization manifests through common challenges faced across Asian communities in the U.S., including racial isolation in educational settings, hostility, assimilation pressures, and racial silencing. By prioritizing race over ethnicity, AsianCrit facilitates a deeper exploration of how white supremacy and systemic racism shape broader racial dynamics, providing a critical lens for analyzing Asian American experiences.

Through the AsianCrit lens, racial dynamics reveal that many Asian American music educators struggle with identity and belonging in a system that often renders them invisible. The deeply ingrained perception of Asian Americans as perpetual outsiders challenges their legitimacy as Americans. Establishing affinity networks is not merely beneficial but essential for the empowerment of Asian American communities in educational spaces. These networks serve as more than safe havens–they act as catalysts for resistance and change, fostering solidarity and transforming dialogue into actionable progress and transformative action. Moreover, such networks should be integrated into educational leadership at multiple levels to promote culturally responsive teaching and dismantle monolithic narratives within curricula.

This according to “In/visible voices: Investigating Asian American music teachers’ experiences through the lens of AsianCrit” by Katy Ieong Cheng Ho Weatherly (Bulletin of the Council for Research in Music Education [spring 2024] 25–46; RILM Abstracts of Music Literature, 2024-8288).

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Filed under Music education, North America, Pedagogy, Politics, Theory

Solfeggio’s rebirth

The study of 18th century music pedagogy in the Neapolitan region of Italy has seen a significant surge in interest within musicological research in recent years. This research has explored sources related to the practice of partimento since the late 20th century, and over time, has expanded to include materials on counterpoint and solfeggio. Solfeggio evolved throughout the 20th century into an exercise focused almost exclusively on musical reading–first spoken, then sung. A landmark modern and systematic study of the instructional duo between the 16th and 17th centuries is Andrea Bornstein‘s comprehensive monograph, followed by Robert O. Gjerdingen‘s works. Gjerdingen identifies a compositional framework within 18th century exercises, which he refers to as “schemata” and finds within the partimenti. His research demonstrates that both partimento and solfeggio, centered on the close relationship between bass and melody, can be considered foundational exercises for musician training since the 18th century.

Subsequent studies by scholars such as Paolo Sullo explored the role of solfeggio within the composition schools of various Neapolitan masters, carefully reconstructing and analyzing the production context and repertoire spanning from the era of Leonardo Leo to that of Nicola Zingarelli. The work of Nicholas Baragwanath, particularly his influential monograph The solfeggio tradition (2020), has sparked a revival of interest in 18th century solfeggio, reaching an expanding audience of musicologists and musicians. Baragwanath’s study highlights the deep connection between solfeggio and the practice of solmization on the hexachord, a practice that, in Italy, persisted until the 19th century. He identifies the enduring presence of this practice as being largely due to the central role of the Catholic Church, which continued to base the teaching of musical rudiments on hexachordal plainchant and the associated solmization system.

Leonardo Leo

For Baragwanath, the gradual abandonment of hexachordal solmization in favor of the French method of reading real sounds–where each note corresponds to a single syllable–marks a key factor in the gradual decline of the Italian bel canto tradition. In this context, hexachordal solmization emerges not only as a performance technique, which Baragwanath carefully reconstructs and applies to 18th century solfeggi, but also as an interpretative lens through which to understand the solfeggi themselves.

This according to a new article on solfeggio by Paolo Sullo in DEUMM Online.

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Filed under Baroque era, Classic era, Music education, Musicology, Renaissance

Music education and citizenship in Venezuela

From 2007 to 2017, El Sistema–Venezuela’s national music education system–experienced a remarkable rise, followed by an equally dramatic decline. While it may be tempting to dismiss this decade as an anomaly in the history of music education, it more accurately represents a significant return to a long-standing rationale for music education: social activism. By placing this brief yet impactful period of El Sistema’s influence within a broader historical context, including Venetian Ospedali, British Brass Bands, and American Settlement Music Houses, El Sistema and similar music education initiatives highlighted the potential of music education to directly address societal inequities.

Cover of a DVD featuring performances of the National Children´s Symphony Orchestra of Venezuela at a European festival in 2013.

Research on El Sistema-inspired (ES-i) programs has identified key program characteristics and potential outcomes for students, such as fostering student pride and persistence, creating a sense of community within ensembles, providing low-barrier access, promoting peer mentoring, offering frequent performance opportunities, and enhancing emotional regulation skills and psychosocial well-being. However, despite these positive impacts, El Sistema and its derivatives remain highly controversial. Reports of abuse within El Sistema in Venezuela have been described as an open secret, and philosophical critiques highlight issues with the model’s ties to the Venezuelan government, its failure to address deep structural problems in society, and its reliance on propaganda to exaggerate claims of social change.

Jose Luis Alvaray, age 11, a Venezuelan musician in the Simon Bolivar Youth Orchestra, performs as director during a presentation at a ceremony in Caracas on 8 June 2013. Photo: Juan Barreto/AFP/Getty Images.

In this context, post-El Sistema programs may provide an additional lens through which to view musical contexts for citizenship education. These programs must confront the challenge of redefining the El Sistema model, determining whether the program serves to normalize and reproduce social structures or to foster political participation.

This according to “Ritornello: El Sistema, music education, and a centuries-long narrative of socio-musical activism” by Stephen Fairbanks (Music education research 24/1 [2022] 18–30; RILM Abstracts of Music Literature, 2022-21042) and “Teaching citizenship through music education: A case study of a community youth orchestra program” by Amanda E. Ellerbe (Bulletin of the Council for Research in Music Education 236 [spring 2023] 43–57; RILM Abstracts of Music Literature, 2023-14178).

The week of 17 March is International Teach Music Week.

Below, a performance by the Teresa Carreño Youth Orchestra, featuring some of Venezuela’s best high school musicians, led by Gustavo Dudamel, playing Shostakovich’s symphony no. 10, 2nd movement.

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Filed under Music education, Pedagogy, Politics, South America

Microaggressions and mental health risks faced by LGBTQ+ music teachers

Music teachers are generally exposed to work-related stressors sufficient to negatively impact their mental health, and both the COVID-19 pandemic and culture wars have amplified the likelihood of teacher-targeted bullying and harassment. LGBTQ+ teachers, however, have been historically more likely to experience workplace discrimination, and many are even more at risk since the advent of the third wave of anti-LGBTQ+ legislation in the United States. For instance, 588 antitransgender laws were introduced across the United States, 85 of which passed in 2023.

Given the absence of a body of LGBTQ+ music teacher mental health research, a review of the literature on teacher mental health, music teacher mental health, LGBTQ+ teacher mental health, and LGBTQ+ music teacher studies reveal the threats to mental health that LGBTQ+ music teachers may encounter as a result of their work. Microaggressive stress theory is used to consider the ways that harassment and discrimination can lead to mental distress. Microaggressions can be delivered verbally, nonverbally, and environmentally. Although verbal and nonverbal microaggressions are more easily defined and noticed, environmental microaggressions include demeaning and threatening social, educational, political, or economic cues that are communicated individually, institutionally, or societally to marginalized groups. Microaggressions may be conveyed both consciously and unconsciously and can take the forms of microinsults, microassaults, and microinvalidations. Recommendations to prevent such stressors include implementing microintervention education and expanding access to mentorship, support groups, and mental health care.

This according to “Microaggressive stress and identity trauma: The work-related mental health risks of LGBTQ+ music teachers” by Tawnya D. Smith (Bulletin of the Council for Research in Music Education 238 [fall 2023] 7–22; RILM Abstracts of Music Literature with Full Text, 2023-19631).

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Filed under Gender and sexuality, Music education

Towards global knowledge, decolonization, and preservation

On 9 February 2024, RILM presents a panel titled “Towards Global Knowledge, Decolonization, and Preservation—Challenges and Opportunities Through Culture and Arts Education” as part of the UNESCO World Conference on Culture and Arts Education 2024. The four presentations in this side event are all rooted in the understanding that information literacy is a fundamental pillar in education—each presentation pivots on the notion of global knowledge as a foundation of culture and arts education. After RILM Director Tina Frühauf opens the panel with discussion of a broader theoretical framework, the second presentation by Executive Editor Zdravko Blažeković examines RILM as a model that underlines the importance of a global approach to information literacy. The following presentation by RILM Associate Editor Farah Zahra presents a local perspective, using the case of Iraqi literature and knowledge as an example. The final presentation by RILM Editor MU Qian highlights decolonization (understood here as an ongoing process) as an additional objective for the UNESCO Framework for Culture and Arts Education, taking the treatment of Uygur culture as a case in point.

For further information on RILM’s panel and information on joining the presentation, please visit https://www.rilm.org/wccae2024/

For more information on UNESCO World Conference on Culture and Arts Education 2024, visit https://www.unesco.org/en/wccae2024?hub=86510

Also, be sure to check out RILM’s resources for learning including materials for teachers, students, performers, and music researchers interested in RILM’s rich music databases, research tools, and full-text publications. Learn more at https://www.rilm.org/classrooms/

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Filed under Music education, RILM, RILM news

Mindfulness and music learning

The practice of mindfulness can stimulate the parasympathetic nervous system, the part of the autonomic nervous system that counteracts the effects of stress in our minds and bodies. Research on mindfulness and meditation has shown that these practices have the capacity to decrease the size of the amygdala, known as the brain’s “panic button” in charge of responses associated with fear, anxiety and strong emotions.

Mindfulness has become increasingly common in the workplace, the healthcare profession, and many school programs.  In recent years, the incorporation of deep breathing techniques, mindful movements, and guided visualizations has also been used at all levels of music teaching, allowing students to leave stressors behind while fully engaging in the learning experience. For instance, when music students learn to utilize their breath as an anchor, they learn to connect to the present moment, to reflect on their playing with self-compassion, and to nurture deeper listening skills.

Some of the possible benefits of mindfulness for musicians include:

Improvement of students’ mood during lessons, making the learning process a positive experience.

Increased body awareness and mind/body connection, promoting healthy technique.

Decreased tension while playing. Increased active listening, shaping, phrasing and musicality.

Improvement in capacity to focus and concentrate during lessons and performances.

Improvement in memorization and reduction in performance anxiety.

Increased self-compassion and kindness in the face of mistakes.

Celebrate International Education Day (January 24) by reading “Mindfulness in music teaching: Practical applications to piano lessons” by Fernanda Nieto (MTNA e-journal 14.3 [February 2023], 28-29). Find it in RILM Abstracts with Full Text.

Below are further ideas from the text related to mindfulness and piano instruction.

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Filed under Music education, Science