Identifying, analysing and aligning “the dream” with vocational preparation: An investigation into first-year music undergraduate career aspirations and motivations
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As parent universities strive to produce work-ready graduates, tertiary music institutions are beginning to respond by changing their offerings. Consequently, vocational preparation, work integrated learning (WIL) and service-learning courses are becoming increasingly prevalent. For the majority of institutions, these are offered in the latter years of students' undergraduate Bachelor of Music and Music Technology degrees. Some critics consider this is too late. Rather, exploration of what it means to be a musician needs to be encountered early in the degree in order to optimally maximise and engage with undergraduate training. In Australia, it is debatable whether young commencing students are generally ready to accept the realities of the music industry and/or supportive of vocation training. Traditional career goals such as orchestral employment are becoming less realistic, reducing linear career options yet some tertiary music institutions with curricula aligned to these employment outcomes continue to thrive. To explore this phenomenon beyond the argument of demographics, population and arts policy, an entire first year Bachelor of Music and Bachelor of Music Technology cohort was asked about their vocational ambitions. As "The Dream" is the initial inspiration for short-term and long-term music career motivation, this paper will identify, explore and define 94 first-year undergraduate students' career aspirations. Intrinsic/extrinsic motivations, perceptions of required career skills and role models are additionally scrutinized. The findings of this study may serve as a guide for music institutions wishing to integrate similar programmes into the first year of their undergraduate Bachelor of Music degrees. Key words: music, vocation preparation, career aspirations, career theory, curriculum design.
Proceedings of the 20th International Seminar of the ISME Commission on the Education of the Professional Musician
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Creative Arts, Media and Communication Curriculum and Pedagogy