Over the course of the last year I have been away conducting interviews, recording observations, and writing fieldwork reports. As a result of that, the several weeks will be a series of explorations on perspectives of competition and measurement as a conservatoire student and performing artist. The series is a celebration of the dedicated musicians and actors who I had the honour of speaking with, all of whom face incredible stresses and concerns even when they aren’t in front of a tutor, holding an instrument, or studying. And they face these hurdles head on. For now, I am calling this the Spheres Series, each post highlighting a different ‘sphere’ that students pick up and place themselves within, in one way or another, during their time at the conservatoire.
Starting with the most intimate, the first is a look at being an individual in a world of constant competition. Growing outward, I have observed student musicians drawing boundaries across instruments which involves a lot of reading between faculty lines. Expanding the scope even further, the next perspective is aimed at the perceived differences in a conservatoire education versus a university (or, perhaps, no formal higher education training at all). And lastly, the pervasive separation that seems to exist between performing artists and the rest of the world, namely in off-handed comments such as “my friends who have real jobs” and “I don’t have a ‘normal’ job”.
Stay tuned for more!
My first academic attempt at a conference presentation was not a total catastrophe.
I presented my research progress at Doing Doctoral Research: Your Voice which aims at allowing doctoral students to present their research, at whatever stage of the PhD. As I am still in the process of collecting data I decided to focus my presentation on my general research questions, design, and the motivation for the project as a whole.
I explained that my research interest stems from my own experiences as a music student at a university, the similarities and differences of those experiences of my friends who were at conservatoires like Eastman and Juilliard, and the frustrations voiced by working musicians I have encountered during my time working in the music industry. The room was full of educators and education researchers, not necessarily anyone who understands what the conservatoire experience is (another impetus for this research – provide a gateway to understanding).
The whole PowerPoint is likely to bore, so I'm not providing every slide, but I've provided a bit of a taste for the presentation.
At the end of the presentation, one of the well intentioned questions I received was (approximately) this:
You said yourself that the arts conservatoire is a very small, specialized part of the higher education landscape, so why should we care about this research?
Had the room been filled with music educators and conservatoire administrators, I doubt that question would arise – but the point is a good one. I am interested in the conservatoire student experience because I have a music degree – I've been there. I am interested in the welfare and support systems of music students. In a broader Higher Education (the capital HE) perspective, this research matters because these students are not insulated from HE policy implications like student fees, funding, career planning, etc.
So I am left to think about how best to frame this thesis in a way that calls attention to music students as a small but important piece of the higher education landscape.