exchange die kunst, musik zu vermitteln - Kunstdervermittlung.at

RESULTS OF THE STUDY
THE JOB PROFILES OF MUSIC EDUCATION
MANAGERS
Education and training
The 40 music education experts interviewed
completed the following types of
degree:
Arts education studies
18 interviewees completed arts education
degrees such as Instrumental Education
(10), Music Education in Schools
(5), Early Childhood Music Education
(2) and Applied Drama (1).
Artistic studies
14 interviewees completed such varied
artistic degrees as: Composition (2),
Singing (2), Flute (2), Viola (2), Piano
(1), Percussion (1), Clarinet (1), Oboe
(1), Trombone (1) and Applied Arts (1).
Cultural studies
12 interviewees completed degrees in
cultural studies, the most popular being
Musicology (6) followed by Cultural
Studies (2), Drama Studies (2), History
(1) and Philosophy (1).
Non-specialist studies
A remarkably high percentage of interviewees
chose to combine their arts education
degrees and artistic degrees with
a degree in another field: Natural Sciences
(3), Sociology (2), Economics (2),
Teaching English as a Foreign Language
(2), Teaching Latin (1), Primary School
Teaching (1), Law (1) and Agricultural
Science (1).
Post Graduate Studies
8 interviewees completed post graduate
degrees in addition to their undergradu-
ate studies: Arts Administration (5),
Music Education (3).
In total, the 40 interviewees completed 64
different individual or combined degrees.
Only one interviewee did not complete
their university degree.
Work experience
Since the job titles ‘education manager’
and ‘music educator’ have only been
used for a few years, it is interesting to
research the previous work experience
of the interviewees. Very often, their
background influences the way they approach
their jobs.
Of the interviewees:
> 22 started their careers organising
concerts in concert halls, working in
departments such as dramaturgy,
marketing or public relations.
> 20 first worked in the field of music
education as teachers of musical
instruments (either in music schools
or as private tutors) or as education
managers in non-profit-organisations
of cultural education (either as staff
members or as freelancers).
> 8 were professional musicians who
played or still play in orchestras or
ensembles of modern music or they
worked freelance as musicians
or composers.
> 2 did not start out in a culture
related job.
Continuous professional development
(CPD)
The majority of interviewees use CPD to
obtain ideas, know-how and inspiration to
incorporate into their work. Only 5 inter -
viewees regretfully admitted that they were
126
too over-worked to find time to attend
conferences or seminars. In all types of
CPD, social networks play a central role.
Education managers and music educators
are aware of the advantages of social
networks. They regard participating in
seminars, courses and conferences not
only as professional training but also as
an opportunity to exchange ideas with
colleagues. The following social networks
offer CPD or advertise events and are
perceived as significant professional
partners: European Concert Hall Organisation
(ECHO), netzwerk junge ohren
(njo, network young ears), Netzwerk
Neue Musik (Network New Music), European
Network for Opera in Education
(RESEO) and Association of British Orchestras
(ABO).
Furthermore, the following two series
of conferences are frequently advertised in
German speaking countries: “Kinder zum
Olymp!” (Children to Mount Olympus!),
the education project of the Kulturstiftung
der Länder (Cultural Foundation of the
Federal States) and “The Art of Music Education”
of the Körber-Stiftung (Körber
Foundation).
Job profile of education managers work -
ing in concert halls or with orchestras
Education managers and music educators
working with orchestras or concert
organisers generally assess their work in
a pragmatic and realistic way. When
asked about what type of work their jobs
mostly involve, there was no pattern to
the answers. When asked about the
focus of their jobs, one third said organisation,
one third said planning and the
others a combination of the two.
The interviewees are aware that a variety
of skills is needed for their jobs and