The Western Musical Education in the Institutions of Higher Education in The Royal Kingdom of Cambodia

Abstract

The Educational Management of Professional Arts, particularly in the area of Western music in the Kingdom of Cambodia, has not been widely popular throughout the country. According to the contexts of society, culture and educational values of those Cambodians; there are few tertiary institutions that provide western music education, and these institutions have not been capable in developing western music educationalmanagement to meet the international standard. This study aimed to investigate the current situations and problems in western music educational management of tertiary institutions in the Kingdom of Cambodia. This study was divided into five aspects including curriculum, instructor, student, learning, and educational resource. The field research data was performed on-site at the two tertiary music institutions located in Phnom Penh, the Kingdom of Cambodia; the Royal University of Fine Arts and at the Phnom Penh International Institute of the Arts (PPIIA). Direct data was provided by the key interviewees; experts, administrators, instructors, students, and those general interviewees related western music educational management. Research tools used collecting data were interviews, observations and
in-depth interviews.The results revealed that the current situations and problems
in western music educational management at the tertiary institutions in the
Kingdom of Cambodia are as following aspects: 1) curriculum, currently there are three music educational curriculums provided at tertiary institutions in the Kingdom of Cambodia; Associate of Arts Bachelor of Arts; Bachelor of Music in western music instruments, Vocal Performance, Music Composition and Musicology; and Bachelor of Music. It was found that the three curriculums mentioned above have been implemented for such a period of time. There should be developed up dated; 2) instructors, most instructors, Cambodians and foreigners are lack of experience in transferring knowledge; 3) students, there are few students, graduated from a secondary school of Fine Arts, have fundamental knowledge of western music and much attention to learning and performing music instruments; 4) learning, it should be focused on student centered learning and providing students with authentic music performances and which will provide the highest benefits to the organization and to the students. However, it is found that most school activities are not in accordance with the needs stated in the curriculum; and 5) educational resource, the major educational sources are supported by government, private organizations and international organizations. On the other hand, music instruments, classroom buildings, printing materials and books as well as technological music instruments are not sufficient and have not been developed for such a long period of time.