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Understanding what we mean by portfolio training in music

Published online by Cambridge University Press:  03 September 2018

Lotte Latukefu  and
Jane Ginsborg
Lotte Latukefu
Affiliation:
Excelsia College 69-71 Waterloo Road, Macquarie Park, NSW 2113, AustraliaLotte.Latukefu@excelsia.edu.au
Jane Ginsborg
Affiliation:
RNCM, 124 Oxford Road, Manchester M13 9RDjane.ginsborg@rncm.ac.uk
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Abstract

Although musicians have always had portfolio careers, the discourse in conservatoires around training musicians specifically for portfolio careers is relatively new. This is partly because of increasing opportunities in the workplace for entrepreneurial and multi-faceted musicians and partly – in the UK at least – because of educational policy and practice. This article incorporates narratives provided by professional portfolio musicians and students and teachers at a single conservatoire in the UK, to illustrate disjunctures between the expectations fostered by conservatoires undergoing changes in their culture and the lived experiences of teachers and students responding, in real time, to changes both within the conservatoire and in the wider society. One of the key findings of the research is that teachers and students have qualitatively different conceptions of what it means for students to be trained for portfolio careers. The paper concludes by considering the implications of their different understandings for initiatives to reform conservatoire curricula.

Type
Research Article
Information
British Journal of Music Education , Volume 36 , Issue 1 , March 2019 , pp. 87 - 102
Copyright
Copyright © Cambridge University Press 2018 

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