Career creativities are recognized as a key attribute for music graduates; however, they are rarely an explicit component of music higher education. This chapter reports on a study in which higher education music educators devised creative teaching and learning strategies in order to develop students’ career creativities. The chapter draws its material from a multi-institution study across four Australian universities, each of which developed different ePortfolio initiatives with performing and creative arts students. Each institution introduced ePortfolio as a personal learning space, encouraging students to think and reflect on their studies, identity and futures. The study provides an innovative example of career creativities in higher education. Implications include potential for students to utilize ePortfolio artefacts to adopt reflexive practices from their first year of study; to develop multiple personas as they develop identity salience; and to engage explicitly in the crucial area of career creativities, which are explored and detailed.
|Title of host publication||Activating Diverse Musical Creativities: Teaching and Learning in Higher Music Education|
|Editors||Pamela Burnard, Elizabeth Haddon|
|Place of Publication||London|
|Publication status||Published - 2015|