How many i s in Art? the Interna5onal, Intersectoral and Interdisciplinary Dimensions in Ar5s5c Doctorates in Music Jeremy Cox AEC Chief Execu5ve

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1 How many i s in Art? the Interna5onal, Intersectoral and Interdisciplinary Dimensions in Ar5s5c Doctorates in Music Jeremy Cox AEC Chief Execu5ve

2 About the AEC: The Association Académies de Musique is a European educational and cultural network for music Established in 1953, AEC represents 90% of all European institutions that offer hih- level specialised trainin for the music profession As well as its Active European members, AEC has Associate members worldwide, includin North America, Asia and Australia. Today, AEC has 300 members in 55 countries

3 AEC Mission: The AEC works for the advancement of European Hiher Music Education and, more enerally, of music, the arts and culture in contemporary society and for future enerations. It does this throuh providin support, information and expert advice to the specialist institutions offerin Hiher Music Education, throuh enain in advocacy and partnership- buildin at European and international levels and throuh measures to raise understandin and enhance standards of Hiher Music Education across the European Hiher Education Area and beyond.

4 AEC Events: AEC Annual Conress: representatives of all member institutions meet to discuss specific themes, to exchane information and to broaden their professional and personal networks Annual Meetin for International Relations Coordinators (IRCs): forum for conservatoire staff dealin with student and teacher exchanes Workshops, seminars and platforms on specific subjects: o Pop & Jazz Platform (PJP) o Early Music Platform (EMP) o European Platform for Artistic Research in Music (EPARM)

5 AEC Projects: AEC coordinates and participates in a wide rane of projects, throuh which it contributes to knowlede development and exchane amonst its members Out of these projects, it has published a rane of Handbooks dealin with issues relevant to conservatoires Since 2004, AEC has coordinated three 3- year projects under the Life- Lon Learnin strand of the EU ERASMUS scheme, all named Polifonia member institutions from virtually all EU member states have been workin- roup partners and/or event hosts in Polifonia

6 AEC Projects: The latest Polifonia project bean in October 2011 and runs until the end of December 2014 It has five key strands 1. Curriculum Reform: assessment and standards in Hiher Music Education 2. Curriculum Reform: artistic research in Hiher Music Education 3. Governance: accreditation and benchmarkin 4. Lifelon Learnin: educatin for entrepreneurship 5. Mobility: reconition, monitorin and joint derees Work on artistic research has featured in all three Polifonia s

7 AEC and Ar5s5c Doctorates in Music: Many AEC members institutions operate in all three hiher education cycles: Bachelor, Master, Doctor Those active in the 3 rd Cycle include institutions with Musicoloy departments, offerin PhDs More and more institutions are now openin Artistic Doctorates, either instead of PhDs or in addition to them Despite this, some institutions are still sceptical about Artistic Research AEC supports its membership in this area throuh: o EPARM o Projects such as Polifonia o Position statements (Green Paper)

8 European institutions offerin Artistic Doctorates in Music maintain ood contact with one another, throuh AEC and via roupins of their own This is important both for information sharin and for solidarity As well as sceptics in the conservatoire world, they face some resistance from the university sector which has seen research and doctoral study as its proper domain At the other extreme, they need to distinuish themselves from institutions simply wantin to use the 3 rd cycle to restore the previous lenth of conservatoire study

9 All this forces them to be International International, in this context, means not just European but world- wide There is interest in Artistic Doctorates in Canada, Australia and some Asian countries Some specialised networks are therefore specifically lobal in their membership There are reional differences in how Artistic Doctorates are conceived And it is important to reconise the larely US phenomenon of the DMA Those developin Doctorates based on Artistic Research need to distinuish these from the DMA model

10 This, in turn, forces them to be Inter- disciplinary Positionin Artistic Research Doctorates between DMAs and PhDs needs reference points; these can come from other arts disciplines Some other meta- concepts are better understood by comparin disciplines. These include: o Tacit/embodied knowlede; communicatin understandin throuh the artwork o Articulatin the relationship of verbal explanation to actual research content o Definin Quality in Artistic Research o Findin dissemination platforms

11 In March 2014, AEC and the Society for Artistic Research (SAR) jointly oranised a meetin in Stockholm explorin this interdisciplinary dimension: Islands and Brides: how miht we improve the connections between the disciplines of artistic research whilst preservin the uniqueness of each of their habitats, and what role do words play, either in unitin or dividin our various discipline- specific conceptions of artistic research? This event showed both the common round and the distinct disciplinary characteristics in Artistic Research

12 The rise of Artistic Doctorates in Music has not only taken place in conservatoires From initial scepticism, university music departments have become increasinly interested in the dimension of artistic creation and performance The movement for historically- informed performance (itself a kind of AR) is enerally more rooted in universities than conservatoires There is an increased and ever- richer dialoue between the conservatoire and university sectors between scientific and artistic research

13 This has introduced an Intersectoral element in Artistic Doctorates From bein a completely distinct research approach, Artistic Research is now more a tool amonst many others that music scholars may use The blendin of scientific and artistic methods and tools is a strenth But it requires a broad rane of skills from the musician- researcher Universities and conservatoires are still adjustin to the challene One solution is a consortium approach: e.. the AHRC Research Centre for Musical Performance as Creative Practice (CMPCP)

14 A similar collaborative approach can operate at the individual level It is common for researchers doin Artistic Doctorates to have two supervisors, one for the scientific aspect of the research and the other for the artistic Research roups or clusters are also beinnin to emere within institutions The poolin of competences in all these ways is essential if Artistic Doctorates are to be intersectoral and not compromise their riour AEC plans to help this poolin, includin by establishin a database of student projects

15 This database has two functions It will provide a list of research topics at Masters and Doctoral level undertaken by students at AEC institutions It will show the names and contact details of the people who supervised those research topics The first function enables students and staff to search for topics already covered to avoid duplicatin them and allows students workin in similar areas to make contact The second enables institutions to identify individuals likely to be able to act as external examiners or peer reviewers in particular topic areas

16 Durin the project, another level of functionality has been added The database will be located as a portal within the Research Cataloue This means that the simple data about student projects could link to presentations of their work within the cataloue A series of fields is required for the database Some of these duplicate fields already in the Research Cataloue, but others are new Work to adapt the Research Cataloue to accommodate these new fields is currently underway

17 YOUR PROJECT YOUR SUPERVISOR(S)* YOU (Your Profile) YOUR AFFILIATION Main field of study* Supervisor 1* Last name* First name* Birth date Na(onality Gender * YOUR DEGREE PROJECT YOUR DEGREE Level* Second Cycle (Masters Level) or Third Cycle (Doctoral Level)* Date Commenced* Date Deree Conferred (if applicable) Name of Ins(tu(on 1 * Country * Name of Ins(tu(on 2 (if applicable) Country Area Genre Keywords * Title of Project in Oriinal Lanuae * Abstract in Oriinal Lanuae Project Descrip(on [Title of the Project in Enlish * Abstract in Enlish Credit value of project Last name* First name* Ins(tu(on (if not student s ins(tu(on) Ins(tu(onal contact details ( ) Supervisor 2 (op(onal) Last name First name Ins(tu(on (if not student s ins(tu(on) Ins(tu(onal contact details ( ) Supervisor 3 (op(onal) Last name First name Ins(tu(on (if not student s ins(tu(on) Ins(tu(onal contact details ( )

18 The database is one of several tools and approaches AEC is pursuin to support Artistic Doctorates in Music Another is a proposed Strateic Partnership RICERCAR : Research In the Conservatoires of Europe: Resources, Case- studies, Advocacy, Renewal And another is the onoin cycle of EPARM meetins: EPARM 2015, 23 rd - 25 th April 2015, KUG, Graz, Austria: (Re- )processin Research: Musical Practice as both source and taret domain for Artistic Research in Music

19 AEC: the leadin voice for European hiher music education and a powerful advocate for all that is best in it throuhout the world Visit the AEC Website at: music.eu