An Analysis of Undergraduate Motivations, Perceptions of Value and Concerns in Pursuing Higher Popular Music Performance Education

Autor/in	Hall, Rich
Titel	An Analysis of Undergraduate Motivations, Perceptions of Value and Concerns in Pursuing Higher Popular Music Performance Education
Quelle	In: International Journal of Music Education, 37 (2019) 2, S.327-341 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761419842414
Schlagwörter	Music; Music Education; Undergraduate Students; Higher Education; Foreign Countries; Music Activities; Musicians; Career Choice; Student Attitudes; Student Motivation; Public Opinion; Employment Qualifications; Misconceptions; Popular Culture; United Kingdom + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Musikalische Aktion; Musiker; Schülerverhalten; Schulische Motivation; Öffentliche Meinung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Missverständnis; Popkultur; Großbritannien
Abstract	The popular music performance undergraduate degree is a growing area within UK higher education. These courses carry a vocational emphasis and are popular with students looking to establish professional performing careers. As such, they are often marketed as an intermediary step towards this aspiration but, despite their popularity, there has been little critical review into their effectiveness. This article, based on doctoral research conducted by the author, draws on semi-structured interviews conducted with 12 second- and third-year undergraduates studying popular music performance-based courses. The article presents data and analysis concerning the motivations for study, perceptions of vocational value and the concerns around establishing professional careers. Concerns across four key areas are identified: (a) issues of negative public perception; (b) problematic conceptions of the popular music industries (PMI); (c) the value of practical experience over and above qualifications; and (d) negative narratives concerning developments in digital technologies and their effect on career opportunities. Implications from the article include the need for higher education providers (HEPs) to challenge students' misconceptions concerning professional careers in the new popular music industries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01