In this country, there are varieties of local music and culture schools. The one common thing among them is that they offer a voluntary music education for children and young people, who simultaneously can attend primary or secondary schools. The primary schools, in many respects, are driven by local initiatives. The elementary and secondary schools are regulated by various national directives, such as curriculum, syllabus and grading criteria.
For music schools, the local politics influence the goal formulations. It is required to compare primary and secondary schools in different municipality under different authorities to analyze the influence of politics over the musical educational activities. The music and culture school activities in many ways are the result of the individual teacher’s beliefs and ideas about their mission as a music teacher. For example, most of the teachers do not approve of online piano lessons. It is important to note that many of the teachers in this country had been pianist once in their life.

It should be mentioned that the music and arts school teaching certainly is voluntary. This job provides a smaller tuition fee, which the music teachers use to support their livelihood. It is also this economic aspect that makes the discussion interesting. Why should young people go to the local music or arts school and learn how to play piano? Some significantly question the very essence of piano teaching. Others question the piano teachers’ goals for the students’ education. The piano teachers’ approach to their teaching is often criticized. The visibility of fundamental beliefs and ideals that govern or affects piano teacher education needs to be considered before questioning the ideals of the teacher. Most of the teachers might not have had the opportunities to interact with inspiring pianists. Some of them live their lives to teach piano to the young people of the country.