Licensed to Rock (or so they say). How Popular Music Programmes at Higher Music Education Institutions Create Professional Musicians

Abstract

Due to technological innovations, the music industries have become more accessible for outsiders over the past two decades. Yet, over the same period we have seen an increasing number of popular music programmes at higher music education institutions (HPME programmes). Drawing from interviews with teachers, focus groups with students and a content analysis of policy documents at three Dutch HPME programmes, we investigate whether and in which ways students and teachers perceive such programmes to contribute to the career development of their students. Results indicate that the main benefits that these programmes are perceived to offer concern the development of a set of necessary competences, the establishment of industry relationships and the acquisition of symbolic resources. Second, we consider whether these benefits are understood to contribute to a form of professionalism. In line with the ‘normative value’ perspective on professionalism we find that a norm of expertise is promoted, and in line with the ‘power struggle’ perspective we find that these symbolic resources help to foster a professional identity, both of which are believed to help students to stand out from musicians without forms of formal education entering the market.