Music school

In Venezuela El Sistema of youth orchestras provides free after-school instrumental instruction through music schools called núcleos.

However, by I Samuel 10, Alfred Sendrey suggests that we find "a sudden and unexplained upsurge of large choirs and orchestras, consisting of thoroughly organized and trained musical groups, which would be virtually inconceivable without lengthy, methodical preparation".

[5] The Notre Dame school (late 12th and early 13th century) developed the earliest repertory of polyphonic music to gain international circulation.

[6] First records on the Spanish Escolania de Montserrat, a boys' choir linked to a music school, date back to 1307.

[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: 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.

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.

Typically as students progress through the school the time spent on music increases and on academic subjects decrease.

The pattern is quite diverse and may include: Specialist music units in Scotland, where students are drawn from an area wider than the host schools catchment.

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.

A number of previously independent conservatories have become affiliated to universities [28] Country-specific pages Lists National and international organisations Diplomas