TheEscueladePrcticaOrquestalandthe

OrquestaJovendelaSinfnicadeGalicia:
historyandimpact
ArnzazuGarcaEscuredo
UniversitatPolitcnicadeValncia(UPV),Espaa
arantxaescuredo@gmail.com

Abstract:Aroundthe1990s,therewasaremarkableemergenceofsymphonyorchestrasin
theautonomouscommunitiesinSpain,andthusachangeintheculturalphysiognomyofits
environment.
In1994,theOrquestaSinfnicadeGalicia(OSG)created,foreducationalpurposes,theEs
cueladePrcticaOrquestal(EPO);thatbecameknownastheOrquestaJovendelaSin
fnicadeGalicia(OJSG)in2002.Inrecentyearswehavewitnessedaremarkableprolifera
tionofsuchgroupsofyoungmusiciansthroughouttheIberianPeninsula.
Theobjectiveofthisresearchistostudythedegreeofimpactontheformationofprofessional
musiciansandtheevolutionoftheeducationalworkoftheOJSGinitsareaofinfluence.
Thus,theresearchermanagesdataextractedfromvariousdocumentarysourcesandstatisti
caldata.Formerstudentsinterviewsarealsotakeninconsiderationtoverifytheinfluenceof
thisYouthOrchestraintheirmusicaltraininganditsoverallroleinimprovingtheeducational
opportunitiesofitsenvironment.
ThestudytriestoverifytheestablishmentofastablepoolofprofessionalmusiciansinGalicia
undertheinfluenceofOJSG.
Keywords:Orchestraltraining,YouthOrchestra,SymphonyOrchestra,Galicia.
Introduction
Duringthe1990s,thenumberofsymphonicorchestrasincreaseddramatically.From
1987 to 2000 more than fifteen new orchestras were created. The Orquesta
SinfnicadeGalicia(OSG),whichwasestablishedin1992,wasthefirstorchestrain
Galicia.
Recently, ensembles for young musicians have been spreading. The Spanish
AssociationofYouthOrchestraswascreatedin2003andmanyoftheseorchestras
belongtoit.
TheOSGcreatedthe EscueladePrcticaOrquestal(EPO) in1994,whichhadan
educationalaim.In2002,itwascalledtheOrquestaJovendelaSinfnicadeGalicia
(OJSG). In2010,theOrquestadeNios(ON)oftheOSGwasestablished.Itwas
orientedforchildrenbetweensixandfifteenyearsofage,sotheycouldbegintheir
orchestral learning before reaching the minimum age to join the official music
training.
ThereisnopreviousresearchabouttheOSG,probablyduetoitsshortperiodof
existence. Theexistingresearchon youth orchestras, especiallyin LatinAmerica
(Aharonin 2006), relates to the National Network of Youth and Childrens
OrchestrasofVenezuela(Quijada2014;BurgosGarca2009).Mostofthisresearch
isfocusedonthesocialfunctionofthesegroups(Perfetti2002),theireducational
(Ferrer 2009, Muos de Britos 2010) and, even their therapeutic role (Lucchini,
Cuadrado y Quiroga 2011; Wald 2011). In Spain there are some articles about
management(Garre2008)andtheprofessionalmusictrainingofthiskindofgroup
(Turina2008;SanchsLpez2013;LpezandCastro2015).
Myobjectiveistoresearchtheimpactofthetrainingofmusicprofessionalsandthe
evolutionoftheeducationalworkoftheOJSGinitsareaofinfluence.Thisprojectis
partofmyPh.D.thesis.ItwillcomprisealltherelevantaspectsinwhichtheOSG
couldhaveameaningfulinfluence.1

OrchestraltrainingintheEducationalSystem.

1 AlldataforthisresearchconcerningtheEPO,theOJSGandtheOSGhasbeenprovidedbythe
orchestraitself.
Trainingandprofessionalcareersarechangingprocesses,sothisstudyonlyprovidesapartialviewof
thesituation.
Withoutprejudicetothefactthateducationcentreshaveorchestrasandwindbands
asanextracurricularactivity,theeducationlawsrelatedtotheorganisationofart
studiesinpubliccentreshaveignoredorchestraltrainingforthestudents.Ithasbeen
an inexistent subject on many educational levels and only appeared in some
curriculasuchasinstrumentalpracticeorinstrumentalensemble.Onlyafterthe
implementationoftheorganiclawin1990anditsrelatedcurricula,asubjectcalled
orchestra is found. In this case, it is clearly defined and presents a significant
numberofrealworkinghours:
During the 90s, the Galician conservatories begin to depend on the Galician
Autonomous Government, matching up with the implementation of the education
organiclaw(LOGSE).Itbeganinthehighlevelofmusicstudiesintheacademicyear
20012002.Theneworganizationwasabreakthroughinthemusicworld.[]Maybe
themostimportantstepwastheestablishmentofthesubjectoforchestraandthe
organizationofpupilsaccordingtothechamberorchestrainthemiddlelevelandtoa
symphonyorchestrainthehighlevel.(Cid,2012:3).

Extinguishmen 1987 2003 2010 In force

t
curriculum 1942 1966 LOGSE (1990) LOE (2006) LOMCE (2013)
Organic Law on Education Law. Organic Law for
General Education the Improvement
System of Educational
Quality.

Decree Decree of June Decree Royal Decree Royal Decree Royal Decree
15, 1942. 2618/1966, 756/1992, June 26, 1577/2006, 1027/2011, july
september 10, 1992. (Elemental and december 22, 15, 2011.
On the 1966. Professional Degree) 2006. That establishes
organization of (Elemental and the Spanish
the Conservatory Royal Decree Professional Qualifications
of Music and 617/1995, april 21, Degree). Framework for
Declamation. 1995 Higher Education
( Superior Degree) Royal Decree (MECES).
631/2010, may Decree
14, 2010 163/2015,
(Superior october 29, 2015
Degree). (Superior Degree
in Galicia)

Orchestral Superior Degree: Superior Degree: Superior Degree: Superior Superior Degree:
Practice or Choral and Non-existent. Orchestra / chamber Degree: Orchestra:
Ensemble. instrumental music: (Workload Ensemble: (3 hours per
ensemble. equal to the (12 ECTS week).
(Hours instrument: 180 credits versus
 unspecified). hours). 66 of
instrument).

Professional Medium degree: Professional degree: Professional

degree: Two courses of Orchestra. degree:
Non-existent. ensemble. Orchestra.
(Hours
unspecified).

Elementary Elementary Elementary degree: Elementary

degree: degree: Non-existent. degree:
Non-existent. Non-existent. Non-existent.

Extinguishmen 1987 2003 2010 Inforce

t
curriculum 1942 1966 LOGSE(1990) LOE(2006) LOMCE(2013)
OrganicLawon EducationLaw. OrganicLawfor
GeneralEducation theImprovement
System ofEducational
Quality.
Decree DecreeofJune Decree RoyalDecree RoyalDecree RoyalDecree
15,1942. 2618/1966, 756/1992,June26, 1577/2006, 1027/2011,july
september10, 1992.(Elementaland december22, 15,2011.
Onthe 1966. ProfessionalDegree) 2006. Thatestablishes
organizationof (Elementaland theSpanish
theConservatory RoyalDecree Professional Qualifications
ofMusicand 617/1995,april21, Degree). Frameworkfor
Declamation. 1995 HigherEducation
(SuperiorDegree) RoyalDecree (MECES).
631/2010,may Decree
14,2010 163/2015,
(Superior october29,2015
Degree). (SuperiorDegree
inGalicia)
FigureI.OrchestralpracticeintheSpanisheducationallegislation.

Some sectors are demanding a change in the education approach, which could
contributetobringingstudentsintoclosercontactwithprofessionalorchestras.Some
collaboration models between professional orchestras and conservatories exist in
countriessuchasGermany,suchasthecaseoftheGewandhausOrchestraandthe
ConservatoryofLeipzig(LpezandCastro,2015).
However,itisnotpossibletoignoretheimportanttraditionofwindensemblesin
Galicia, especially in the provinces of A Corua (twentyseven registered wind
bands) and Pontevedra (fortyeight registered wind bands). This situation has
 providedanextrarealinstrumentalpracticetowindmusicians,whilestringmusicians
havenothadasimilaroptionuntilquiterecently.

YouthOrchestrasinSpain.
There seems to be agreement among the sources regarding the remarkable
improvementinthesituationoforchestrasinSpaininrecentyears.Itisduetothe
creationofanetworkoftheatres,whichhasprovidedtheautonomouscommunities
withproperspacestodeveloporchestralactivities.Moreover,ithasalsoresultedin
the foundation of new symphony orchestras, which have reached the number of
twentyeightatthemoment2.
Simultaneously,thenumberofyouthorchestras,schools,etc.,hasincreased.Many
ofthemdependonlocal,autonomousornationalpublicadministrationsandothers,
suchastheOJSG,arelinkedtoprofessionalsymphonyorchestras(Garre,2008).

year 1981 1983 1988 1989 1991 1993 1994 1997 1998 2003 2004 2015
OJRM JONDE OS JOGC JOCM JONC OJSG AEOOST JOSPA JOSV JOSS OJA
Iuventas JOVG EGO JOSSV JOSCyL
orchestra
JOPM OJE

FigureII.FoundationyearoftheYouthOrchestrasassociatedtoSAYO(SpanishAssociationofYouth
Orchestras).

Theworkingsandtheobjectivesoftheseyouthorchestrastendtobesimilar:
Inordertogettheprofessionalizingobjectivefortheirmembers,almostalltheyouth
orchestras follow an operation scheme []: rigorous selection of the candidates,
concentrated activity in periodical meetings, concert tour at the end of each
encounter,recordings(Turina,2008:77).

TheEPO(19942001):
TheEscueladePrcticaOrquestalwasthefirstnamefortheeducationalprojectof
theOSG.Itwasorganisedinannualmeetings(normallyfour)ofdifferentduration
(aroundtwoweeks).Theeducationalprogramwasbasedonindividuallessonswith
teachers from the orchestra, analysis, chamber music and Alexander technique
lessons,masterclassesand,finally,aconcert.Thisschemehasbeenkeptuntilthis

2 OnlytheorchestraswhicharemembersoftheSpanishAssociationofSymphonyOrchestrasare
takenintoaccount,apartfromtheexistenceofothergroupswhicharenotpartofit.
moment.
Takingintoaccounttheexistingcurriculaofthatperiodoftime,thestudentswhotook
partinthemeetingssincethebeginninguntilthechangeintotheYouthOrchestra
had studied under the study plan of 66. They had little or no official orchestral
training.Wehavetokeepinmindthattheaforementionedplandisappearedin2003
andthefollowingplanbegantobeimplementedinthelowestcourses.Thus,the
students of the new plan would take a few years to study the subject called
orchestra.
Theageofthepupilsduringthistimewasbetweenthirteenandtwentysevenyears
ofageandtheymainlycamefromtheautonomouscommunity.Theparticipationof
studentsfromothercommunitieswasverylowandtherewerenoforeignpupils.
The province analysis reveals that most pupils came from La Corua and
Pontevedra,probablybecausethetwohighconservatoriesinGaliciaarelocatedin
theseprovinces.

160

140

120

100 Corua
Lugo
80
Orense
Pontevedra
60
others

40

20

0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 total

FigureIII.EPObyorigin19942001

Theofferedinstrumentscovertheusualorchestralones.However,pianoandother
instrumentstudentswereinvitedasguestparticipantstocompletethenecessary
instrumentsforaspecificwork.Inthesecases,theselectionwasnotthroughan
opencallprocess.
 70

60

50

40 19945
19956
30 19967
19978
20
19989
10 19992000
20001
0

FigureIV.EPObyinstrument

The history of the EPO enables us to assess the professional situation of its
students. Oftheremainingcases,fiveareworkinginothermusicgenressuchas
jazz,folkorpopularmusical.Therestareworkinginactivitieswhicharenotrelated
tomusic.

180
160
140
120
100
80
60
40
20
0
FigureV.careerofEPOstudents

TheOJSG(2002):
Currently, the process of selection is performed once a year by open call. It is
targetedatthecandidateswhofulfilthefollowingrequirements:beingregisteredin
anintermediateofhighlevelconservatory(orschool)or havingfinishedthe high
levelstudiesinthelastfouryears;beingaNorwegian,IcelandicorEUcitizen;being
betweensixteenandtwentytwoyearsold(since2013).
Regardingtheworkingsystem:
TheOJSGplansaminimumamountoffourmeetingineachacademicyear.The
extensiongoesfrom9to14days[].Itisfocusedontheorchestraltrainingtryingto
balancethelittleopportunitiesofferedintheconservatories,butthereisnormallya
meetingforchambermusic.[]Pupilshavethepossibilitytoreceiveanumberoffree
individuallessons[]withanyoftheinstrumentprofessorsfromtheOSG.(OSG
report20012008).

Theagerangehasbeenappliedtothecallssince2010.Since2013,themaximum
agehasbeenreducedfromtwentyfourtotwentytwoyearsold.Thisfactadjuststhe
orchestral offer to the official studies (after the implementation of the 1990
educational law, the high level is supposed to be attended between the ages of
eighteenandtwentytwo).
TheoriginofthestudentsoftheOJSGsince2008notonlyhasbecomeverydiverse
(with pupils from all over Spain) but also has been more international with an
increasingnumberofstudentsfromPortugal.
 50
45
40
35
30 200809

25 200910
201011
20
201112
15
201213
10 201314
5 201415
0

FigureVI.OJSGbyoriginsince2008.
Thediverseinstrumentalofferisalsoremarkable,asistheprogressiveincreaseof
thepupilsfromtheschool,numberingaroundeightypeopleforthelastcalls.
40
35 20022003
20032004
30
20042005
25
20052006
20 20062007
15 20072008
10 20082009
20092010
5
20102011
0
20112012
20122013
20132014
20142015

FigureVII.OJSGbyinstruments.

The development and progress of the pupils from this period reveals a major
increase of those who follow their training in European institutions, particularly in
Holland,andinsomeorchestralgroupssimilartotheJovenOrquestaNacionalde
Espaa (JONDE), such as the European Union Youth Orchestra or the Gustav
Mahler Orchestra.Weshould stress thenewmeasuresadoptedintheEuropean
policiesregardingmobilityprogramsandgrants,whichcontributetoimprovingthe
studentspossibilitiesinrecentyears.

TheOrquestadeNios.EducationalProject:SonFuturo(2010)
TheOrquestadeNios(ON)oftheOSGbeganitspathin2010anditispartofa
broaderandambitiousprogramcalledSonFuturo.Therearefourensemblesdivided
into age groups under that designation (two vocal ensembles and two orchestral
groups):theON,theOJSG,theYouthChoirandtheChildSingers.
TheadmissioncriteriafortheONareidenticaltothoseoftheOJSGbutonlyfor
stringplayerswhoareregisteredinanelementaryorintermediateconservatoryorin
amusicschool.
Regarding the age, the orchestra began receiving pupils between six and fifteen
yearsold,althoughdifferentcasescouldbeexceptionallyconsideredbytheselection
board. These criteria were changed and, thus, established as follow: violins and
violas,betweensevenandfifteenyearsold;cello:betweensevenandsixteenyears
old;doublebass:betweensevenandseventeenyearsold.

100

90

80

70

60
20102011
50 20112012
20132014
40
20142015
30

20

10

0
6 7 8 9 10 11 12 13 14 15 16 17

FigureVIII.ONbyages
Themembersaredividedintotwogroups:junior(fromsixtoelevenyearsold)and
senior(twelveyearsandover)butitisnotafixedclassificationand,dependingon
theirinstrumentlevel,youngerstudentscouldbelongtotheseniorgroupandvice
versa.
The origin of the young musicians is restricted to Galicia. There is a significant
differenceamongACoruaandtherestofprovinces(includinganumberofpupils
whocomefromthenearbyprovinceofLen).Theearlyageofchildrenisavery
importantanddecisiveaspectrelatedtothistrend.

80

70

60

50
2010-11
2011-12
40
2012-13
2013-14
30
2014-15

20

10

0
A Corua Lugo Ourense Pontevedra Len

FigureIX:ONbyorigin

Twentyone of the one hundred and fortysix pupils who had belonged to the
Orquesta deNios through its short existence, are or havebeenstudents in the
OJSGandnowarestudyinginotherinstitutions.Itmeansthatthereiscontinuityin
thisprocess.ItisanimportantnumberbecausemostofONmembersarepartofit
fromanearlyageandthesearetheirfirstacademicsteps.

Conclusions:
TheEPObeganitsworkinGaliciawhennobodyhadlaunchedasimilarorganization.
Itsfunctionhasbeenrelevantbecausemanyofpupils,whowerepartoftheEPO
duringitsfirstyears,arenowarepresentativeproportionoftheteachersworkingat
theGalicianofficialcentresofintermediateandhighlevelandatothercentresof
musicstudies.
TheestablishmentoftheONsupposesastepfurtherinthecreationofaregular
orchestralschoolanditmeanstheexpansionofopportunitiesinthefirstlevelsof
musiceducation.
There is a feedback relationship between the training function of the orchestra
becausepupilsfromtheEPOandthefirstyearsoftheOJSGbecometeachersinthe
ONproject.
BothEPOandOJSGhaveimprovedtheeducationalprogramsformusicstudentsin
theirenvironmentandtheyhaveestablishedasolidgroupofprofessionalmusicians
withanationalandinternationalscope.

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