Amid enormous changes in higher education, audience and music listener preferences, and the relevant career marketplace, music faculty are increasingly aware of the need to reimagine classical music performance training for current and future students. But how can faculty and administrators, under urgent pressure to act, be certain that their changes are effective, strategic, and beneficial for students and institutions? In this book, Michael Stepniak and Peter Sirotin address these questions with perspectives rooted in extensive experience as music educators and performers. Building on a multidimensional analysis of core issues, and employing a healthy skepticism of arguments for and against radical change, they illuminate areas of unavoidable challenge as well as areas of possibility and hope. An essential read for education leaders contemplating how classical music can continue to thrive within American higher education.
CHAPTER ONE: Beyond Beauty, Brilliance, and Expression: Musicianship and Reconnecting with the General Public
CHAPTER TWO: Gathering Insights from the Field: How the Classical Music Marketplace is Changing, and What That Change Means for the Training that Students Need
CHAPTER THREE: Why This Change is Unusually Difficult: Three Specific Factors May be Helping to Thwart the Will and Ability of Music Leaders to Change Performance Training Models
CHAPTER FOUR: Making Change That Counts
The CMS Emerging Fields in Music series consists of concise monographs that help the profession reimagine how we must prepare twenty-first century musicians. Shifting cultural landscapes, emerging technologies, and a changing profession in and out of the academy demand that we reexamine our relationships with audiences, leverage our art to strengthen the communities in which we live and work, equip our students to think and act as artist-entrepreneurs, explore the limitless (and sometimes limiting) role technology plays in the life of a musician, revisit our very assumptions about what artistic excellence means and how personal creativity must be repositioned at the center of this definition, and share best practices and our own stories of successes and failures when leading institutional change.
These short-form books can be either single-authored works, or contributed volumes comprised of three or four essays on related topics. The books should prove useful for emerging musicians inventing the future they hope to inhabit, faculty rethinking the courses they teach and how they teach them, and administrators guiding curricular innovation and rebranding institutional identity.
Series Editor: Mark Rabideau, DePauw University, USA
Managing Editor: Zoua Sylvia Yang, DePauw University, USA