音楽学校

国立聖チェチリア音楽アカデミー（ Accademia Nazionale di Santa Cecilia）は、イタリアに拠点を置く世界最古の音楽機関の一つです。ローマのオーディトリアム・パルコ・デッラ・ムジカに本部を置き、1585年にシクストゥス5世が発布した教皇勅書「Ratione congruit」によって設立されました。この勅書は、西洋音楽史において著名な2人の聖人、グレゴリオ聖歌の名の由来となったグレゴリウス大教皇と、音楽の守護聖人である聖チェチリアに捧げられたものです。当初は「会衆」または「同胞団」、いわば宗教的なギルドとして設立され、数世紀を経て、地元の音楽家や作曲家のためのフォーラムから、音楽研究（アカデミーを構成する100名の著名な音楽学者）、音楽教育（音楽院としての役割）、演奏（活発な合唱団と交響楽団）において国際的に評価の高いアカデミーへと発展しました。

The term conservatory has its origin in 16th-century Renaissance Italy, where orphanages (conservatori) were attached to hospitals. The orphans (conservati 'saved') were given a musical education there, and the term gradually applied to music schools.^[7][8] These hospitals-conservatories were among the first secular institutions equipped for practical training in music. By the 18th century, Italian conservatories were already playing a major role in the training of artists and composers.^[9]

In the city of Naples, a conservatorio was strictly a secular place for teaching and learning specializing in music education. There were already four conservatories in Naples active in the 16th and 18th century:

• I poveri di Gesù Cristo ('The Paupers of Jesus Christ'), founded in 1599 by Marcello Fossataro, already included in their official record a magister musicæ and magister lyræ in 1633;
• Santa Maria di Loreto was founded in 1535, where the composer Giovan Battista Pergolesi (1710–1736) studied;
• La pietà dei turchini was founded in 1583 and the earliest findings suggest musical activity around the year 1615;
• Sant'Onofrio a porta Capuana was founded in 1578, was the first conservatory in the world. Here the composer Giovanni Paisiello (1740–1816) studied and then taught, started teaching music in the mid-1600 and in the following decades will give more priority to the opera buffa;
• plus one only for girls called dell'Annunziata.^[10]

It is in these very institutions that the so-called Scuola Musicale Napoletana was developed, thanks to the work of musicians and educators like Alessandro Scarlatti (1660–1725) and Francesco Durante (1684–1755), who was also Pergolesi's and Paisiello's teacher.

The Palermo Conservatory was founded by the viceroy De Castro in 1617; the teaching of music was introduced there many decades later, with lessons in choral singing and violin.

It was the example set in Naples, where admission was by competitive examination and tuition was free, that was then copied, with modifications, in many European cities, including Paris (1795), Bologna (1804), Milan (1807), Warsaw (1810), Florence and Prague (1811), Vienna (1821), London (1822), the Hague (1826), Liège (1827); a bit later two conservatories were founded in Russia by Rubinstein brothers – Anton in Saint Petersburg (1862) and Nikolai in Moscow (1866). The second half of the 19th century saw the network expanding to the Americas, Rio de Janeiro (1847), Boston (1853), Baltimore and Chicago (1868), Havana (1885), and Buenos Aires (1893). Establishments for advanced training in music were organized in the 1940s in several Asian and African countries, including Iraq, Lebanon, and Kenya.^[9]

To this extent, projects like El Sistema are more in line with the tradition set in Italy (where tuition at conservatories remains still free) than in an English-speaking country, where students have a very selective access to bursaries (see the Royal Academy of Music or the Royal College of Music in the UK).

Specialist music schools exist in many countries and whose purpose is to identify, and assist, children with exceptional potential, to benefit from world-class specialist training as part of a broad and balanced education, which will enable them, if they choose, to proceed towards self-sustaining careers in music.^[11] These schools may be formally^[12] or informally attached to a conservatory. Entry is typically between the ages of ages 8 and 18 and admission is through competitive audition. Schools may be public or independent; where schools are independent, pupils may be in receipt of governmental^[13] or private scholarships. Typically as students progress through the school the time spent on music increases and on academic subjects decrease. These schools usually teach only instrumentalists but may also include choristers.

Some schools (like conservatories) are broader and may cover the performing arts: music, drama, dance.^[14]

Many music schools are located within existing schools. The pattern is quite diverse and may include:

スコットランドの音楽専門ユニットでは、生徒はホスト校の学区よりも広い地域から集まります。生徒は音楽学校で専門的な音楽指導を受けますが、その他の授業はホスト校に完全に統合されます。音楽専門ユニットまたは学校への入学は競争的なオーディションによって行われ、これは実質的にホスト校への入学も意味します。^{[ 15 ]}

多くの公立または私立学校には音楽科があり、その中には高い水準を達成している学校もあります。これらは音楽学校と呼ばれることもあります。イングランドの音楽大学は、音楽に特化するために私的および政府から追加の資金を受け取っている学校です。入学はホスト校への入学であり、音楽の能力は入学要件ではありません。^{[ 16 ]}高い実績を上げている学校は、スポーツやテクノロジーなどの追加分野に特化している場合があります。

音楽学校は教会施設を利用して運営されることも多い。

多くの音楽院やその他の高等教育機関には、学齢期の子どものための大学進学準備部門やジュニア部門があります。^{[ 17 ]}通常、カリキュラムには個人レッスン、オーケストラ、室内楽、音楽理論、音楽性、作曲、音楽技術が含まれます。授業は通常土曜日に行われ、子どもたちは平日は通常の学校に通います。

非政府系^{[ 18 ]}または私立^{[ 19 ]}の音楽学校は、4歳から20歳以上の生徒を対象に、一般教育制度とは別に音楽教育を提供しています。一般的に、生徒は週末または夜間にこれらの学校に通います。これらの学校は通常、個人、慈善団体、または営利団体によって運営されています。

A conservatory of music may also be known in English as conservatoire (chiefly in the UK^[20]), conservatorium (in Australia^[21][22]), academy or college. Some schools or conservatories are exclusively focused on music.^[23] Others have a wider focus, for example covering music, drama and dance.^[24] Conservatories are suitable for students who wish to develop their performance, conducting, or composition to a professional standard. Typically, they offer a high percentage of practical training combined with academic study and professional development for those considering a career in the creative arts. Individual teaching is the strength of most components.

Students have the opportunity to perform, conduct or have their music played on a regular basis, both informally and in public. This may be solo or as part of an orchestra, ensemble or band. Typically, conservatories focus on Western classical music. However, some schools focus on traditional instruments, such as Chinese instruments.^[25] Others may have departments for traditional music which includes both traditional and classical instruments, for example bagpipes alongside the fiddle.^[26] Alternatively, students can focus on jazz, world music or pop music.^[27]

The time required to complete music degrees is generally not much different from degrees in other fields, i.e. 3–4 years for a Bachelor of Music degree, 1–2 years for a Master of Music degree, and 3–5 years for a Doctor of Musical Arts or Doctor of Music Degree. A PhD degree can be gained for areas such as musicology, music theory, music composition, music education, or music therapy. Some schools may offer a non-academic degree that is solely performance based, such as the (United States) A.D. or Artist Diploma; this may be offered at the undergraduate and/or graduate level.

University music departments originally placed more emphasis on academic study of music, rather than performance. However, today, the division may not be so rigid, with many often placing greater emphasis on performance now than they did in the past. The specific balance of vocational training and academic study varies from one institution to another, and from one country to another. Some countries separately define their institutions between university status and vocational university status, whilst other countries do not define such a rigid division. In addition to offering degrees similar to those offered at conservatories, some universities offer non-professional music-related degrees such as a Bachelor of Arts in Music or a Bachelor of Arts in Music Education. A number of previously independent conservatories have become affiliated to universities ^[28]