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Higher education in music suffered a profound change due to the entry of the LOGSE, (Education Law introduced in 2001 - 2002 at high grade). This Research analyzes upper division courses in the conservatories of A Coruña and Vigo from different perspectives. The methodology is descriptive, with a mixed approach, using quantitative and qualitative information gathering techniques. The main conclusions from the results show a profile of students mostly between 19 and 25, 35% of them attend or have attended college, and 51% work. Among the elements most valued by teachers are the entrance exam, the students' performance, and final-year concerts or theses. Students value positively instrumental and theoretical training. Among the least appreciated are material resources and infrastructures, orchestral training, and the existence of a gap between pedagogic issues and research fields. Besides, there is a contradiction between the main thrust of higher education and the labor situation, and an urgent resolution of the regulations, which greatly impair their development, governing these higher centers, has become necessary. [ABSTRACT FROM AUTHOR]

Music conservatory students have specific guidance needs, due to their characteristics, the particularities of the courses they are taking and the complexity of the professional world that awaits them when they finish their studies. From an early age, conservatory students receive a professionalized education that extends over a long period of time, an education that should provide them with an adequate preparation in order to play diverse roles in an ever-changing professional landscape. The mission of these institutions in Spain is a real challenge, especially taking into account that at the present moment they are lacking professional guidance counsellors and guidance departments. [ABSTRACT FROM AUTHOR]

This study evaluates the quality of life of music students at Conservatorio Superior de Música de Aragón, in Spain. The goal is to prove if the interest for the music increases their quality of life and if this fact is well evaluated by the students. Several important dimensions of the quality of life were analyzed (interpersonal relationships; material well-being; personal development; emotional well-being; integration/presence in the community; physical well-being; self-determination; human rights); through the Quality of Life in Teenager Students Assessment Questionnaire by Gómez Vela & Verdugo. Results show that quality of life of the music students is good and quite remarkable. [ABSTRACT FROM AUTHOR]