Teaching preparation for portfolio musicians
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This slide show supported a presentation at the CMS International Conference 2016 in Santa Fe, NM. It is image-heavy without some of the underlying concepts which were orally presented. Please feel free to contact either presenter via email addresses on the final slide.
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Teaching preparation for portfolio musicians
- 1. Teaching Preparation for the Portfolio Career Keith Hatschek, Professor of Music Management Dr. Jonathan Latta, Assistant Dean University of the Pacific Conservatory or Music
- 2. 2
- 3. Is this Typical? 3 • 3
- 4. Where Does This Fit in Student’s Journey? 4
- 5. Music-Centric Activities • PERFORMING • TEACHING • ARRANGINGCOMPOSING • RECORDING • WRITING ABOUT TOPICS (blogs, critiques, etc.) • ARTS ADMINISTRATION (non-profit, manager) • MUSIC BUSINESS (marketing, finance, HR, etc.) 5
- 6. MMGT 109: Beyond Talent 6
- 7. Creating a Cycle of Connections 7
- 8. Outcomes 8
- 9. Outcomes 9
- 10. Obstacles 10
- 11. Discussion • How can a music program create/evolve a culture that has “conversations/teaching about musicians working” at its heart? • Please take 2-3 minutes to discuss with your neighbors. • Let’s share some ideas. 11
- 12. Conclusions • Experience should be collaborative • Have the skills developed through an integrated student journey • Provide scaffolded opportunities for faculty to grow and embrace portfolio musician-based education • It takes time… • Keith Hatschek (khatschek@pacific.edu) and Jonathan Latta (jlatta@pacific.edu) 12
Editor's Notes
- KH – Intro both of us and do lead off slide - Screen grab of Title slide with student musician
- JL- Mention tradition of focusing on musician’s musical training using performance ability as the main determinant of successful outcome Why this is not the sole arbiter of success today? Literature now supports teaching and learning that is geared toward the preparation of a musician able to navigate a portfolio of activities resulting in a successful life in music (Beeching & Cutler) Where do you create space for such learning?
- JL- Afford them the time and space to investigate the question, “Why are you in music?” How do you define success? Is your thinking getting in your way? What kind of partnerships are you developing? How meaningful is your work? Angela M. Beeching, “Beyond Talent” – Interlude Cite Latta’s “goal sheet” as one means to help students consider, measure and refine their thinking
- KH- Discuss how these careers relate to the portfolio musician
- KH – 2-credit class offered by Music Management program Emphasis on reflective journals to respond to text’s questions Artists develop image materials, website, etc. Design, budget and plan an “outward facing” project/event 5-Year Career Plan to build ownership of managing their own self-sufficient life in music KH- A class is not a solution To instill self-sufficiency in young artists, the dialog about portfolio activities needs to “live” in as many different classroom and co-curricular experiences as possible Invite multiple colleagues from multiple perspectives to help plan and implement opportunities for students
- JL-
- KH – Annela F. Sophomore Music Therapy major – singer songwriter Took “Beyond Talent” class – built plan for benefit concert for care facility in India Hosted concert, raised $1,000 Designed CD project as soph., wrote songs junior, recorded and released as a senior in our recording studio with student session musicians and engineers Now a practicing Therapist with confidence to take risks, dream large and know how to manage events, budgets, and recordings
- JL- Senior brass perf student with quintet Creates initiative to organize web presence, ensemble look, name/brand, recordings Develops touring schedule to include HS outreach concerts/talks Paid local performances Partner with MMGT major to help with bookings and touring
- Both of us- Existing culture of “Standard Curriculum” Faculty not conversant with portfolio life What faculty will own this? Budget/resources Location? On campus guests and off campus ops for students It takes time . . .
- BOTH OF US - Use text