From music student to professional: the process of transition

Abstract

This article addresses the question of whether higher education music courses adequately prepare young musicians for the critical transition from music undergraduate to professional. Thematic analyses of interviews with 27 undergraduate and portfolio career musicians representing four musical genres were compared. The evidence suggests that the process of transition into professional life for musicians across the four focus genres may be facilitated when higher education experiences include mentoring that continues after graduation, the development of strong multi-genre peer networks, the provision of many and varied performance opportunities and support for developing self-discipline and autonomy in relation to the acquisition of musical expertise. Implications for higher education curricula are discussed.

Creative work careers: pathways and portfolios for the creative economy

“…For example, in Bennett's survey of performing arts, the most common response provided by student on the changes that they would make to their education and training included, 'open discussion about the realities of working life and the limited performance opportunities ' (2009, 320). The realities of working life as posed here connect with the reference to 'real and imagined challenges' by Creech et al (2008) and the coping strategies noted by Ball, Pollard, and Stanley (2010). Engaging students with issues of unstable employment conditions is not a case of 'smashing childlike wonder' (Noonan 2013).…”

“…In their discussion of the steps that a music student makes in becoming 'professional', Creech et al (2008) describe transition as a process, rather than an event. They go on to consider how the process of transition, 'opens up a space in the imagination where the individual has the capacity to anticipate future possibilities in relation to present action and to begin to develop effective coping strategies for dealing with real or imagined challenges lying ahead' (Creech et al 2008, 316).…”

“…In relation to higher education students, 'present action' may be understood as their degree programme and their university experience, and future possibilities as the career pathways they may pursue. Creech et al (2008) conclude their study by noting the challenges higher education institutions face in supporting students seeking both performance and alternative careers. This recognition of different career possibilities is central to expressing how expected trajectories and pathways are contingent and continually negotiated.…”

An Entrepreneurial Music Industry Education in Secondary Schooling: The Emerging Professional Learning Model

“…(82) All musicians are vying for a place in the professional world; however, scholars in this field argue that the skills and knowledge required for success are now much broader. Creech et al (2008) conducted in-depth interviews with twenty-seven classical musicians who were in the early stages of their professional careers in the United Kingdom. They found that the competitive nature of the industry presented several challenges for newcomers to the music profession.…”

Supporting conservatoire students towards professional integration: one-to-one tuition and the potential of mentoring

“…Their musical skills need to be as refined as ever. In addition, they need to develop flexibility and entrepreneurialism, personal confidence, communication skills and artistic imagination (Creech et al 2008). They also need to be much more acutely aware of their abilities and passions and adept at finding ways to apply these within the workplace.…”