Leadership and Musician Development in Higher Music Education

Dawn Bennett, Jennifer Rowley, Patrick Schmidt, Dawn Bennett, Jennifer Rowley, Patrick Schmidt

• Publisher: Routledge
• Year: 2018
• eBook ISBN: 9780429995354
• Topic: Media & Performing Arts
• Subtopic: Music

Leadership and Musician Development in Higher Music Education informs, challenges and evaluates the central practices, policies and theories that underpin the preparation of future music leaders and the leadership of music in higher education. In higher education, it is often presumed that preparing for professional work is the responsibility of the individual rather than the institution. This anthology draws on the expertise of music practitioners to present the complexities surrounding this topic, exploring approaches to leadership development while addressing prevalent leadership issues from multiple standpoints.

Leadership is an inherent part of being a musician: from the creative act through to collaborative engagement, it is fundamental to creating and sustaining a career in music. To expect musicians to develop these necessary skills "on the job", however, is unreasonable and impractical. What support might be given to those looking to negotiate a career as a musician? In fourteen essays, contributors from around the globe explore this question and more, questions such as:

• How might leadership be modelled for aspiring musicians?
• How might students learn to recognise, appraise and extend their leadership development?
• How might institutional leaders challenge curricular and pedagogical norms?

Effective leadership development for musicians is vital to the longevity of the profession – Leadership and Musician Development in Higher Music Education is a likewise vital resource for students, educators and future music leaders alike.

Index

Note: Page numbers in italics refer to figures.

Aaron, composer-conductor (case study) 176–179

academic administration, courses in 21

accessibility 55, 99, 177

accountability 9, 14–15, 31, 82

adaptability 11, 45, 50, 56, 58

advocacy, music education 94, 137–138

African culture 121, 124, 125

Agawu, V. K. 121

Ahmed, S. 77

Allsup, R. E. and Shieh, E. 123

ally approach 8, 97–99

Amabile, T. M. 134–135, 136

ambition 89, 161

anxiety 91, 150

apprenticeships 92; master-apprentice model 151–153, 164, 185, 186–187, 188

approvals processes 28–29

Arminio, J. 95, 97

art: arts sector internships 106–107; and policy 44, 50, 53, 57, 59; and politics 83, 85; primary and secondary education 2–3, 90

assumptions 49, 51, 57, 77, 200

audience engagement 34, 35; and improvisation 177, 178, 179, 180, 181, 185

audio sound designers 73–74

Australia 88, 164

authority 161, 162

authorship 74–76; see also composition

autonomy 8, 33, 41, 42, 84, 92

avant-garde music 174

awareness 12, 122–124, 162, 164, 177

“baby boomers” 87

Bachrach, P. and Baratz, M. S. 58

“balance” 120

Balkin, A. 136

Ball, S. J. 50

Bandino, R. et al. 34

Bathurst, R. and Lad...

Table of contents

• Cover
• Half Title
• Series Information
• Title Page
• Copyright Page
• Contents
• List of Figures and Tables
• Series Foreword
• Preface
• Introduction: A Call for Care in the Development of Musicians as Leaders
• I How is Leadership Developed in Higher Music Education?
• II Leaders and Leadership in Higher Music Education: Meeting the Challenges
• III Leadership in the Midst of Higher Education
• IV Leading Institutional Change through Better Policy Thinking
• V Educating Professional Musicians: Gender Equality, Career Creativities and Strategies for Change in Institutional Leadership
• VI Student Commentary: Institutional Leadership from the Point of View of a Latin American Student: Being Aware of the Wall
• VII Developing Leadership Capacities with Generation Z Students in Higher Music Education
• VIII Leadership as an Essential Graduate Attribute for Musicians
• IX Educing Leadership and Evoking Sound: Choral Conductors as Agents of Change
• X The Tapestry of Leadership, Creativity and Advocacy: Weaving Musicians’ Core Abilities into the Curriculum
• XI The Leadership Role of Instrumental Teachers in Students’ Career Development: Negotiating Professional Identities
• XII Leadership and Conducted Improvisation: Connections and Opportunities in Undergraduate Music Programmes
• XIII Student Commentary: Leadership at the Undergraduate Level: Cultivating Collective Ownership
• XIV Institutional Leadership and Musician Development in Higher Music Education
• The International Society for Music Education (ISME)
• The ISME Commission on the Education of the Professional Musician
• Contributors
• Index