TY - CHAP
T1 - Identifying skills for successful classical music careers
T2 - Implications for higher education studio teaching leadership
AU - Zhukov, Katie
PY - 2019
Y1 - 2019
N2 - Graduate preparation for productive classical music careers in an ever-changing global environment requires the identification of skills that have helped mid to late career musicians to flourish. This case study examines the lives of five Australian classical pianists to identify the common threads in successful careers. The semi-structured interviews were analysed for emerging themes, identifying connections between distinct skills developed during education and their role in careers. The participants began learning to play at an early age and during primary years developing their technique, learning numerous works and participating in competitions. In high school, the pianists also played other instruments, studied more demanding piano repertoire and participated in many extracurricular music activities. During performance-focused undergraduate study, all participants focused on improving technique, building solo and collaborative repertoire, including contemporary music, and they branched out into other music-related areas. After postgraduate study overseas and diverse work at the start of their careers, all participants achieved permanent full-time work. Hard work, the ability to learn quickly and a passion for music helped these pianists build successful careers; however, the study confirms that today’s undergraduates also require diverse music and entrepreneurial skills and a positive attitude. The case study confirms the need for change across studio teaching by advocating for greater emphasis on generic music skills as important factors for twenty-first century careers.
AB - Graduate preparation for productive classical music careers in an ever-changing global environment requires the identification of skills that have helped mid to late career musicians to flourish. This case study examines the lives of five Australian classical pianists to identify the common threads in successful careers. The semi-structured interviews were analysed for emerging themes, identifying connections between distinct skills developed during education and their role in careers. The participants began learning to play at an early age and during primary years developing their technique, learning numerous works and participating in competitions. In high school, the pianists also played other instruments, studied more demanding piano repertoire and participated in many extracurricular music activities. During performance-focused undergraduate study, all participants focused on improving technique, building solo and collaborative repertoire, including contemporary music, and they branched out into other music-related areas. After postgraduate study overseas and diverse work at the start of their careers, all participants achieved permanent full-time work. Hard work, the ability to learn quickly and a passion for music helped these pianists build successful careers; however, the study confirms that today’s undergraduates also require diverse music and entrepreneurial skills and a positive attitude. The case study confirms the need for change across studio teaching by advocating for greater emphasis on generic music skills as important factors for twenty-first century careers.
U2 - 10.4324/9780429022418-8
DO - 10.4324/9780429022418-8
M3 - Chapter (Book)
SN - 9780367077334
SN - 9780367077327
T3 - ISME Global Perspectives in Music Education Series
SP - 115
EP - 132
BT - Leadership of pedagogy and curriculum in higher music education
A2 - Rowley, Jennifer
A2 - Bennett, Dawn
A2 - Schmidt, Patrick
PB - Routledge
CY - Abingdon Oxon UK
ER -