Re-writing the score: How pre-professional work and employability development can improve student thinking

Jennifer Rowley*, Dawn Bennett, Anna Reid

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

4 Downloads (Pure)

Abstract

This chapter explores how the ideas change for students as they become pre-professional musicians heading towards their professional careers. In fact, professional identity includes acquiring insight into professional functioning and creating professional ideals and values. Through a re-imaging of future “self” within a domain of multiple identities, students identified individual abilities emerging as a result of professional practice opportunities to explore employability through the process of creating a personalised employability profile before their internship experience. The framework redefines employability within the higher education context as a strength-based, metacognitive approach to employability development delivered within the existing curriculum. Adequately scaffolded work-integrated-learning through formal internship programmes provides curriculum enhancement allowing the sample group of undergraduate music students to image their future “self” and to engage in the space between expert student and novice professional. Creativity can be understood as a characteristic of a person—but this is domain specific as some people can be inclined to creative thinking, or art, and so on.
Original languageEnglish
Title of host publicationExpanding professionalism in music and higher music education:
Subtitle of host publicationA changing game
EditorsHeidi Westerlund, Helena Gaunt
Place of PublicationLondon
PublisherRoutledge
Chapter5
Pages59-73
Number of pages14
ISBN (Electronic)978-1-003-10833-7
ISBN (Print) 978-0-367-62209-1 , 978-0-367-62204-6
DOIs
Publication statusPublished - 30 May 2021
Externally publishedYes

Fingerprint

Dive into the research topics of 'Re-writing the score: How pre-professional work and employability development can improve student thinking'. Together they form a unique fingerprint.

Cite this