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From music student to professional: the process of transition

Published online by Cambridge University Press:  01 November 2008

Andrea Creech ,
Ioulia Papageorgi ,
Celia Duffy ,
Frances Morton ,
Elizabeth Haddon ,
John Potter ,
Christophe de Bezenac ,
Tony Whyton ,
Evangelos Himonides  and
Graham Welch
Andrea Creech
Affiliation:
1Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UKa.creech@ioe.ac.uk
Ioulia Papageorgi
Affiliation:
1Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UKa.creech@ioe.ac.uk
Celia Duffy
Affiliation:
2Royal Scottish Academy of Music and Drama, 100 Renfrew Street, Glasgow G2 3DB, UK
Frances Morton
Affiliation:
2Royal Scottish Academy of Music and Drama, 100 Renfrew Street, Glasgow G2 3DB, UK
Elizabeth Haddon
Affiliation:
3Music Department, University of York, Heslington, York, YO10 5DD, UK
John Potter
Affiliation:
3Music Department, University of York, Heslington, York, YO10 5DD, UK
Christophe de Bezenac
Affiliation:
4Leeds College of Music, 3 Quarry Hill, Leeds, LS2 7PD, UK
Tony Whyton
Affiliation:
4Leeds College of Music, 3 Quarry Hill, Leeds, LS2 7PD, UK
Evangelos Himonides
Affiliation:
1Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UKa.creech@ioe.ac.uk
Graham Welch
Affiliation:
1Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UKa.creech@ioe.ac.uk
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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.

Type
Research Article
Information
British Journal of Music Education , Volume 25 , Issue 3 , November 2008 , pp. 315 - 331
Copyright
Copyright © Cambridge University Press 2008

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