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Abstract

Sound standardization of symphony orchestras and the evolution of orchestral conducting suggest a next step in instrumental education, orchestral performance regulation. Furthermore, the multiplicity of musical styles obliges to initiate sooner this training. The article exposes the regulations of the previous courses to higher education in Germany, France, Italy, Spain, Poland and Finland, analyzes the content through a qualitative methodology regarding collective instrumental practices and confirmes if there is a correlation in this common framework. The results demonstrate that there is a shared interest in instrumental group education, that there is a distinction when naming the course: “orchestra” or other pedagogy terminology and that some regulations either offer a general setting or prefer to give freedom to the institution for further development. It is revealed that public education needs a clear definition of objectives, contents and learning outcomes to standardize orchestral practice from an early age. Nevertheless, the level of performance will also depend on the adjustment of the course by the music institution.