Challenge

The realities of the music profession can be quite confronting, especially for first year student musicians. In a first year course, My Life as a Musician 1 (1020QCM), a 50 per cent assessment item was introduced to provide an opportunity for student musicians to discover the industry and its challenges, and align their results with the course content and discussions.

Approach

In the first year course My Life as a Musician, a 50 per cent assessable Career Investigation was introduced to encourage student musicians to engage with industry professionals and learn more about the industry. This two part assessment item consists of an interview report and a reflection.

Part one - Interview Report

Student musicians are required to interview three music professionals (with a minimum of two interviews in person) and document their responses to the following questions:

1. Describe your music career path to date?
2. What have been the highlights and lowlights of your career?
3. What do you consider the most important aspects of your tertiary study?
4. How do you currently financially and artistically sustain your career?
5. What advice can you give an undergraduate in the 21st century?

The aim of this assessment item is to enable student musicians to “develop their networks amongst practicing industry musicians” (1020QCM Course Profile) and gain a greater understanding of the industry. Student musicians must then write a report totalling 800 words.

Part two - Reflection

Student musicians are then required to develop a 200 word reflection on how / if their career ambitions have changed since the interview.

Marking

Student musicians are assessed on a range of factors including:

• Organisation and quality of written content;
• Demonstration of knowledge of course content;
• Critical analysis of interviewee responses and course content and;
• Appraisal of the music industry.

Outcomes

Student musicians have overwhelmingly articulated that this assessment item was inspiring and granted them a greater insight into what is required within the industry. It also has provided an opportunity for student musicians to network and create lasting connections with industry professionals (for example, mentor). An illustrative comment made by a student included, “I am interested pursuing a portfolio career, and I feel that I am now better equipped for the realities of becoming a full time musician.”

Implement

If you are thinking about implementing this approach, consider the following:

• Encourage your students to contact the ‘unapproachable.’ I have been blown away by the industry professionals that student musicians have been able to reach out to as part of this assessment item.
• Provide a list of questions for students to ask industry professionals. This will enable a more professional approach by the students.
• Provide students with practical tips on professional etiquette. For example, I encouraged students to write a personalised thank-you card or small gift to show their appreciation for the professionals’ time.

Griffith Graduate Attributes

This assessment item aligns with the following Griffith Graduate Attributes:

1. Knowledgeable and skilled with critical judgement;
2. Effective communicators and collaborators;
3. Innovative, creative and entrepreneurial;
4. Socially responsible and engaged in their communities.

Contributed by

• Arts, Education and Law
  Queensland Conservatorium
  Diana Tolmie
  (07) 373 56357
  d.tolmie@griffith.edu.au
  Griffith Experts profile
• Learning Futures
  

Preferred Citation

Tolmie, D., & Learning Futures. (2019). An introduction to networking: Creating social capital and career awareness via self-discovery. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/5625/view