Bridging Music Education and Law : Rethinking Regulation as an Instrument

Abstract

This article examines the regulation governing music education, with a particular focus on the perspective of music schools. The principal research question addressed is: Can regulation support the objectives of music education, and if so, in what ways? The theoretical framework is grounded in theories on music education and regulation. Firstly, music education (general and extracurricular) is introduced; then, regulation is analyzed as a traditional hierarchy of legal norms. Subsequently, regulation is conceptualized as a bridge connecting law with various domains, including education and human actors such as music educators and students. The article then explores the evolving aims of music education, which are increasingly individualized and pluralistic, while maintaining equality and equity as core educational principles. In conclusion, the article acknowledges that no regulatory framework is flawless. The conventional system of legal norms is reliable but rigid, whereas more flexible open regulatory models, such as soft law, offer adaptability but are perceived as less secure than legal norms. The discussion is enriched with examples of music education practices in different societies, particularly Finland.