Training in the Development of Music Students Multiple Identities ESTONIAN ACADEMY OF MUSIC AND THEATRE Faust 2010 Prevailing discourse familiar since at least the 1990s emphasizes the universitys place as a paramount player in a global system increasingly dr ID: 788661
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Slide1
The Role of Entrepreneurial Training in the Development of Music Students’ Multiple Identities
ESTONIAN ACADEMY OF MUSIC AND THEATRE
Slide2Faust, 2010“Prevailing discourse, familiar since at least the 1990s, emphasizes the university's place as a paramount player in a global system increasingly driven by knowledge, information and ideas. We live in a time when knowledge is ever more vital to our societies and economies, in a world of rapidly circulating capital and people and of revolutionary communication technologies. Knowledge is replacing other resources as the main driver of economic growth, and education has increasingly become the foundation for individual prosperity and societal growth.”
Slide3Starting point Entrepreneurial education is necessary responsibility of the
university
that
answers
this
need
However
,
it
is
currently
organized
in
specific
units
/
modules
/
courses
,
separated
from
the
main
“
body
” of
the
study
programs
This
disruption
creates
the
false
perception
that
entrepreneurial
identity
is
separated
from
the
holistic
identity
of
the
artist
This
leeds
to
frustration
and
potentially
disorders
Students
feel
they
need
to
fit
into
some
kind
of
role
(take on
specific
entrepreneurial
“mask”,
language
,
behaviour
,
clothing
(
sic
!)
Feeding into the endless repetition of status quo of CCI
Slide4Student perceptions of entrepreneurial trainingAdopted the notion IT’S IMPORTANTCreates
frustration
Feeling of
being
unfit
,
inadequate
S
cary
with
its
neoliberal
rethoric
Multipotentialite
/
portfolio
method
assosciated
with
multiple
identities
Slide5Entrepreneurial Module in EAMT (32 ECTS)Reflective:Professional LifeCreatives in the Society
Art on Living on Art
Career Planning
Practical:
Taxation in Cultural Field
Cultural Legislation
Project Management
Practical Workshop/ Lean
start-up
PROJECT COMPETITION
Grant writing
Peripheral:
Study Visits
Audience Development
Social Media Importance in Arts and Culture
Slide6How we work20 % reflection30 % group work30 % individual work20% lecturing
Slide7. HOW YOU LEARN?2. WORKING INDIVIDUALLY versus IN PAIRS & AS A GROUP?3. WHAT IS THE GOAL/PURPOSE OF LEARNING & WHAT CAN YOU APPLY FROM THIS SIMPLE EXERCISE? 4. RISK, FAILURE AND FUN?5. FRAMING TASKS AND TIMING OF INTERVENTION/INPUT?6. TEACHER -STUDENT REALTIONSHIP & TRUST?7. LEARNING BY DOING?8. HOW YOU TEACH & THE STUDENT TEACHER RELATIONSHIP?
Slide8Emotional intelligence vs skills
Slide9Casual vs effectual reasoning, Sarasvathy (2003)
Slide10Example of holistic identity of entrepreneurially minded individual
Slide11Possible bottlenecks for the improvementTraditional music professor and system itself
Mutual
respect
–
support
from
University
management
Sexism
and
old
mechanisms
at
the
institutions
Overloaded
Curriculum
Conservative
Pupil-
Master
approach
Slide12Our VisionKnowledge ecology: To propose education that would facilitate
a
holistic
understanding
of
entrepreneurial
mindset
that
contributes
to
individual
prosperity
and
co-creative
ecosystem
for
societal
growth
.
“To
enable incorporation
and
enactment of the development
holistically
within entire student’s identity
– be it in professional
or
private part of it.
This concept has parallels with the idea of constant innovation being part of the entrepreneurial process
.” (Kuznetsova-
Bogdanovits
, Ranczakowska,
Kiitsak-Prikk
, 2017).
Slide13From egology to ecology
Slide14Thank you!anna@ema.edu.eekristinakb@ema.edu.ee