Entrepreneurial Music Education (Professional Learning in Schools and the Industry) ||

"This is a terrific contribution to innovative practices in music education, and makes a profound connection with the musical world outside the classroom." --Emerita Professor Lucy Green, UCL Institute of Education, UK "Entrepreneurial skills are essential for aspiring musicians, artists and composers in the contemporary music economy. The question is how to design a learning experience where young musicians are able to develop such skills. In this important book, Dr Kelman reports on her successful approach to this challenge. Dr Kelman's entrepreneurial education model that allows students grow their own business venture provides crucial insights for music industry educators around the world." --Professor Patrik Wikstrom, Queensland University of Technology, Australia This book addresses the gap between formal music education curricula and the knowledge and skills necessary to enter the professional music industry. It uses extensive data from a long-running research project where high school students were invited to start their own business venture, Youth Music Industries. Not only did this act as a business venture, but it also functioned as a learning environment informed by the concepts of communities of practice and social capital. Exploring how entrepreneurial qualities were developed, their learning was subsequently captured and distilled into a set of design principles: in this way, a pedagogical approach was developed that can be transferred across the creative industries more broadly. This book will be of interest and value to scholars of music education, as well as those preparing students for the creative industries. Kristina Kelman is an independent researcher, teacher, community music facilitator and jazz musician. Her research interests include the education of the aspiring musician through experiential learning Acknowledgements Contents Abbreviations List of Figures List of Tables 1 Introduction The School References 2 Making a Case for an Entrepreneurial Music Education in Schools Setting the Scene The Creative Industries Significance of the Study Overview of the Research Design Overview of This Book A New Approach to Education References 3 Current Approaches to Education—But What About the Music Industry? Teaching and Learning in the Twenty-First Century Setting the Scene Re-thinking Teaching and Learning Habit 1—The More Learning the Better Habit 2—Teachers Should Know More Than Students Habit 3—Teachers Lead, Students Follow Habit 4—Teachers Assess, Students Are Assessed Habit 5—Curriculum Must Be Set in Advance Habit 6—The More We Know Our Students, the Better Habit 7—Our Disciplines Can Save the World Investigating New Approaches to Teaching and Learning Network Learning Ability to Learn How to Learn Possession of Passion and Curiosity Plays Well with Others Exercises the Right-Brain Stuff Online Learning and Social Media Technologies Learning Communities and Partnerships The Impact of Community Work-Integrated Learning Improving Student Learning A School–Aquarium Collaboration Authentic and Minimally-Guided Learning Final Thoughts on Teaching and Learning in the Twenty-First Century Teaching and Learning for the Music Industry Rethinking Education for Musicians New Approaches to Music Education Informal Learning Music Education Through Social Online Networks Creative Places and Community Concluding Thoughts on Teaching and Learning for the Music Industry References 4 Building the Emerging Professional Learning Model Communities of Practice Communities of Practice: Possibilities for Learning Engaging in CoPs Mutual Engagement Enterprise Repertoire Concluding Thoughts on Engaging in CoPs Imagining in CoPs Legitimate Peripheral Participation Boundary Alignment in CoPs CoP Summary Social Capital: An Introduction Pierre Bourdieu on Social Capital James Coleman on Social Capital Robert Putnam on Social Capital Concluding Thoughts on Social Capital Summary of Social Capital Entrepreneurial Learning Putting It Altogether: The Emerging Professional Learning Model References 5 Designing an Entrepreneurial Learning Project The Qualitative Paradigm Design-Based Research Research Design Participants and Research Site Ivan Hayden Tom Tristan Faith Matt Indigo Brandon Chris The Research Phases Research Phase Phase 1: Music Industry Learning Goals with Teacher Guidance Phase 2: Music Industry Learning Goals with Minimal Teacher Guidance Phase 3: Music Industry Learning Goals with Teacher as Equal Participant Detail of Student-Curated Events Over the Life of the Project Data Analysis Researcher Role Participant Constraints and Confidentiality Trustworthiness in Qualitative Research Chapter Summary References 6 Developing Social Skills for Entrepreneurship in the Music Industry Networking Skills Exploring Personal Networks Designing Opportunities to Broaden Networking Capacity Building Useful Youth Networks Exploiting Opportunities Through Networking The Risks of Networking and Entrepreneurialism Understanding the Value of Networking Summary: Networking Skills Interpersonal Skills Communication Styles Miscommunication Internal Communication Virtual Communication Summary: Interpersonal Skills Chapter Summary 7 Learning About Project Management for Entrepreneurship in the Music Industry Setting Goals and Completing Tasks Making Decisions and Solving Problems Through Negotiation Decision-Making Organisation Learning to Negotiate Problem-Solving on the Job Summary: Setting Goals and Completing Tasks Reflection Skills Debriefing Reflecting on Reflecting Summary: Reflection Skills Chapter Summary 8 Acquiring Domain Knowledge for Entrepreneurship in the Music Industry Learning About the Music Business Learning About Copyright Learning About Marketing Summary: Learning About the Music Industry Business Learning About Industry Expectations Learning About Professionalism Summary: Learning About Music Industry Expectations Learning About Music and Musicians Summary: Learning About Music and Musicians Learning About Sustainability Succession Planning Roles and Governance Awareness, Vision, and Passion Summary: Learning About Sustainability Chapter Summary 9 Design Principles to Plan Entrepreneurial Learning in Music Education Review of Earlier Chapters Learning Entrepreneurialism: What and How Networking Skills Setting Goals and Completing Tasks Interpersonal Skills Reflection Industry Knowledge: ‘Know-How’ and ‘Know-What’ Domain Knowledge Professionalism and Industry Expectations Sustainability Design Principles for Nurturing an Entrepreneurial Creative Mindset Pragmatic Limitations of the Design Teacher Workload Risk Management Balancing School and Industry Cultures Future Research Concluding Remarks References Index