Increasingly, the availability of entrepreneurship education is becoming a factor in college choice as fine arts students demand training that helps them create an arts-based career after graduation. Disciplining the Arts explores the policy, programming, and curricular issues in the emerging field of arts entrepreneurship.
Increasingly, the availability of entrepreneurship education is becoming a factor in college choice as fine arts students demand training that helps them create an arts-based career after graduation. Disciplining the Arts explores the policy, programming, and curricular issues in the emerging field of arts entrepreneurship.
A proud New Englander, Gary D. Beckman received degrees in music at the Universities of Southern Maine and New Hampshire before earning his Ph.D. in Musicology at The University of Texas at Austin. Currently, he is a visiting professor at the University of South Carolina's School of Music where he teaches music history, world music, and music entrepreneurship.
Inhaltsangabe
1 Introduction: Articulating Need and Developing Policy 2 1. Some Immodest Proposals (and Hunches) for Conservatory Education 3 2. Why Music Entrepreneurship and Why in College Music Training? 4 3. Disciplining Arts Entrepreneurship Education: A Call to Action 5 4. Art and Innovation: Claiming a New and Larger Role in the Modern Academy 6 5. Can Too Many Know Too Much?: The Ethics of Education In Music Entrepreneurship 7 6. An Overnight Success in Only 20 Short Years: A Commentary from the Green Room 8 7. Venturing Outward: A Graduate Student Advocates for the Study of Arts Entrepreneurship 9 8. Teaching Entrepreneurship by Conservatory Methods 10 9. Making the Connections: Music Education and Arts Entrepreneurship 11 10. The Compleat Pianist: Leveraging Entrepreneurial Mentorship to Foster a Renewed Vision of Piano Pedagogy 12 11. Entrepreneurial Thinking in the P-12 Music Classroom: Examining the Relevancy of 21st Century Music Education and its Potential to Meet the Needs of Students, Communities and the Creative Economy 13 12. Music and Entrepreneurship in the Liberal Arts: A Model for an Interdisciplinary Minor to Augment Current Music Curricula 14 13. Entrepreneurship and Career Services in Context: Issues, Challenges, and Strategies 15 14. I'mART: A Framework for Artists to Evaluate Opportunities 16 15. The Importance of Case Studies in Arts Entrepreneurship Curricula 17 16. Real World Musicology: Integrating Entrepreneurship throughout the Music Curriculum and Beyond 18 17. So, What's the Point?: An Introductory Discussion on the Desired Outcomes of Arts Entrepreneurship Education
1 Introduction: Articulating Need and Developing Policy 2 1. Some Immodest Proposals (and Hunches) for Conservatory Education 3 2. Why Music Entrepreneurship and Why in College Music Training? 4 3. Disciplining Arts Entrepreneurship Education: A Call to Action 5 4. Art and Innovation: Claiming a New and Larger Role in the Modern Academy 6 5. Can Too Many Know Too Much?: The Ethics of Education In Music Entrepreneurship 7 6. An Overnight Success in Only 20 Short Years: A Commentary from the Green Room 8 7. Venturing Outward: A Graduate Student Advocates for the Study of Arts Entrepreneurship 9 8. Teaching Entrepreneurship by Conservatory Methods 10 9. Making the Connections: Music Education and Arts Entrepreneurship 11 10. The Compleat Pianist: Leveraging Entrepreneurial Mentorship to Foster a Renewed Vision of Piano Pedagogy 12 11. Entrepreneurial Thinking in the P-12 Music Classroom: Examining the Relevancy of 21st Century Music Education and its Potential to Meet the Needs of Students, Communities and the Creative Economy 13 12. Music and Entrepreneurship in the Liberal Arts: A Model for an Interdisciplinary Minor to Augment Current Music Curricula 14 13. Entrepreneurship and Career Services in Context: Issues, Challenges, and Strategies 15 14. I'mART: A Framework for Artists to Evaluate Opportunities 16 15. The Importance of Case Studies in Arts Entrepreneurship Curricula 17 16. Real World Musicology: Integrating Entrepreneurship throughout the Music Curriculum and Beyond 18 17. So, What's the Point?: An Introductory Discussion on the Desired Outcomes of Arts Entrepreneurship Education
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