Broadening Student Musicians' Career Horizons: The Importance of Being and Becoming a Learner in Higher Education

Autor/inn/en	López-Íñiguez, Guadalupe; Bennett, Dawn
Titel	Broadening Student Musicians' Career Horizons: The Importance of Being and Becoming a Learner in Higher Education
Quelle	In: International Journal of Music Education, 39 (2021) 2, S.134-150 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López-Íñiguez, Guadalupe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761421989111
Schlagwörter	Musicians; Music Education; Metacognition; Career Development; Employment Potential; Intervention; Experiential Learning; Scaffolding (Teaching Technique); Self Esteem; Self Concept; Goal Orientation; Musical Instruments; Graduate Students; Doctoral Students; Student Attitudes; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Musiker; Musikerziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Berufsentwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; Zielorientierung; Zielvorstellung; Musikinstrument; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Schülerverhalten; Ausland; Europa
Abstract	Research in higher music education acknowledges a persistent divide between performance studies and the realities of musicians' work. Alongside this is global pressure for curriculum that is more supportive of students' metacognitive engagement, experiential learning and career preparation. However, scholars assert that the provision of these curricular elements is insufficient unless students recognise their value and engage in them at a deep level; this is because career-long employability in precarious industries such as music is underpinned by strategic, lifelong and self-regulated learning. The study reported here featured a scaffolded employability intervention located within the existing curriculum and trialled with seven student musicians at a European institution. The study had three aims: to understand the students' career-related thinking and confidence; to determine whether such an intervention might be scalable; and to gauge the intervention's potential efficacy in helping students to become conscious of their learner identity. Results indicate that many student musicians are aware of the need to extend their essential professional capabilities but unaware of how to address these deficits. Participants realised that 'learning how to learn' would help them achieve personal and professional goals. The findings suggest that similar in-curricular interventions are achievable at scale. Furthermore, they have the potential to foster a more holistic vision of performance education and practice such that aspiring musicians might graduate as both skilled professionals and agentic learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01