CAREER VIEW CAREER VIEW MUSIC CAREER DEVELOPMENT AND EMPLOYMENT INFORMATION SERIES. Issue No 45, July 2008

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1 CAREER VIEW CAREER VIEW MUSIC Issue No 45, July 2008 Our lives hum with sound and move with rhythm from the moment we utter our first cry in the world. The ability to make and enjoy music is a wonderful part of being human, an activity that travels through time and crosses cultures. Music stirs the emotions as it accompanies many of life s events, reflecting and creating mood. It soothes us in times of grief and inspires us as we celebrate national and international events. Developments in technology influence composition, performance, production and the distribution of music. Electronic technology makes access easy to a huge range of music. In the morning we can wake to the sound of our favourite band or concert programme, continue listening through breakfast and move through the rest of day to a background of music playing through the headphones of the latest in mobile audio technology. And then there is the magic of live performance where composer, orchestra, conductor and soloists move the audience with the energy of their creative soul and spirit. The activity of working creatively and analytically with music develops the brain s capacity to be flexible, to think laterally and to manage complexity. A degree in music equips graduates with transferable skills, valuable in many areas of employment. Graduates also complete conjoint or double degrees or combine music with courses in other disciplines such as law, commerce, psychology and the humanities. Composers and performers train for years to reach increasingly high standards. Professional musicianship is competitive and only a few reach the stars. It is possible, however, for those with talent and drive to achieve rewarding careers in the creative, reflective, and administrative sides of the world of music. Graduates with degrees in music find employment in diverse fields. Careers range across all aspects of the music industry, and other industries such as film, theatre, social research, communications, arts and culture administration, events management, finance and law. A few graduates achieve international and national recognition, becoming full time performers and composers. Others have portfolio careers that combine various professional music roles with other work. Those who have talent and the X factor can still be successful without gaining a degree, however formal study develops skills and knowledge, giving people a solid foundation from which to grow their careers and expand into other domains. Passion, talent, discipline and high levels of technical skill characterise successful vocal and instrumental performers. Top New Zealand performers have been enthralling the world at home and beyond our shores for decades. Orchestras, chamber ensembles and operatic companies are important employers of classical performers on international, national and regional levels. They work as a team with conductors to present concert programmes. A major in musical performance is valuable to those wishing to pursue careers as professional performers. Students learn many skills which are transferable to a wide range of occupational groups. Graduates with majors in performance may become soloists or members of a choir or orchestra or play in a band, as do a number of performers of jazz and other specialisations. In New Zealand, classical musicians work for the New Zealand Symphony Orchestra (NZSO) which employs 90 orchestra members. Regional orchestras such as the Auckland Philharmonic also employ musicians. Performers may also work in recording studios, for music labels and in the administrative and business sides of music in events Topical coverage of career related issues brought to you by Victoria University Career Development and Employment. Areas covered include how degrees and courses relate to employment opportunities, to life/work planning, graduate destination information and current issues or material relevant to the employment scene. Your comments and suggestions always welcomed. CAREER DEVELOPMENT AND EMPLOYMENT INFORMATION SERIES

2 management, tourism and sales and marketing. Other roles may include agents, tour organisers or music journalists. New Zealand trained performers work all over the world and return with valuable overseas experience. Considerable rigour, talent and a burning desire to create music are required to be a composer. A good ear is also necessary and the mental ability to contain and work with a lot of complex information at once. Studies in composition encourage stylistic freedom, experimentation and the expression of individual creativity. New Zealand composers are producing music that pushes the boundaries and resonates with the country s growing identity. Many are successful internationally and work full time in the creative arts. Composers who have trained at university may work on commission for live performances given by national and international organisations such as choirs, orchestras, music ensembles and bands. They also produce their own work. Others combine music composition with performance, teaching music or work in other fields. Some composers prefer to work in highly collaborative areas such as film where they make their skills available to realise another s (a director s) artistic vision. Composers are adept in writing and translating the language codes of music by hand and through using computer software. Their skills in problem solving, logic, lateral thinking and manipulating sets of complex data are highly transferable. Composers may work as typesetters in the publishing industry; they also find work in a wide range of government and private sector organisations. studies the what of Western music. It offers insights into societies, political and economic history, languages and art history, as well as the principles of music editing. Other topics of study covered by musicology include: form and notation; music theory; the development of musical instruments and the contributions of great composers and performers viewed in the context of their times. is the study of music in culture and the sound world of ethnic music. As cultures have come into greater contact over time, indigenous musical styles have influenced each other, producing new styles. Maori, Pacific Island, Asian and Western music traditions are producing distinctive styles in New Zealand. Graduates in Musicology or Ethnomusicology may work as researchers in related fields such as anthropology, history and sociology. Their skills may be useful in policy analysis work in government and private organisations; in writing as authors and journalists, reviewers and publishers; in library and archival work in museums and cultural collections, and in arts-related organisations. Music therapists are qualified, registered clinicians who use the special qualities of music to bring about healing and change through a shared relationship with their clients. To be accepted for the Master of Music Therapy prospective music therapists must be accomplished performers with life experience and qualities of empathy and compassion. Music therapy is effective in assisting clients with a range of issues, for example reduction of stress, working through grief, developing language and communication skills and physical coordination. Through music therapy clients can develop their creativity and a sense of individual, cultural and spiritual identity. Music therapists work in many different settings with people of all ages, abilities and ethnicities. Clients may be people with physical, intellectual or neurological disabilities; criminal offenders; the elderly; children and adolescents with wide ranging special needs (including complex communication difficulties and multiple handicaps) and their families; patients in palliative care; or people with eating disorders. Many students teach a musical instrument on their way through their degree and some continue on to gain a primary or secondary teaching qualification that enables them to work in schools. To become a full-time music teacher in a school graduates need to have a Diploma of Teaching and a tertiary qualification that includes music, such as a Bachelor of Music. Most private music teachers or itinerant teachers (part-time music tutors who work in schools) have a certificate or diploma from a recognised music examination board, such as the Trinity Guildhall Examinations Board or the Associated Board of the Royal Schools of Music. Tertiary Music graduates may also teach or tutor full or part-time in polytechnics or university music and performing arts departments. PhD qualifications are usually required for permanent positions at tertiary level along with overseas experience.

3 For music programmes, concerts, festivals, tours, gigs and other musical events to happen a huge amount of creative planning and organisation can be required. Work in this area includes activities such as event planning, venue hiring, scheduling and touring of players/band members, artist selection, organising auditions, securing sponsors, budgeting, marketing and advertising. When I came to work with the NZSO I realised that a music degree is a very marketable commodity. Graduates who are musically literate, have a good working knowledge of the principles of orchestration, and have a strong sense of music history are in demand, not just with orchestral managements but within an international network of festivals and artist agencies. Peter Walls, Chief Executive, NZSO. Self-employment and freelancing are frequent part or full time options for people in the music industry. Band members, soloists, composers, agents, recording artists and sound technicians are among those who work on a freelance basis. Some establish their own companies. Many music teachers work from home and others have a business relationship with a school or organisation to which they contract their services. Business skills are useful to learn for those who are self-employed. Funding support for performers and composers is available through several organisations. High flyers have successfully applied for funding through organisations such as NZ On Air, Creative New Zealand and the New Zealand Music Commission. These organisations are themselves reliant on funding and occasionally offer opportunities for employment. The Music Services Directory published annually by Stellar Night Productions references an extensive list of music related businesses, organisations and performers. Graduates have well developed technical skills and knowledge in their major subject area. During their degree studies they also develop generic, transferable skills that are sought by employers. When writing a CV and preparing for interviews, it pays new graduates to analyse the course work they did. Specific examples are useful as evidence of the skills and knowledge they are offering an employer. Performing and Composing and codes Interpersonal and Communication skills Research and Analysis tion Problem Solving Organisational

4 Employers value the discipline and rigour that music graduates bring to their work. Organisations look to hire people who are adept communicators, who have a positive attitude and want to keep learning new skills. The music industry is small in New Zealand. Whilst areas such as record companies and recording studios are shrinking as technology changes the industry, there are many exciting opportunities for employment. New Zealand Symphony Orchestra (NZSO) - Many of our best performing graduates end up in the NZSO. It is a very exciting life, and hard work. Members of the orchestra work with top conductors and soloists and the work is exacting with minute-to-minute concentration required and a fine level of physical skill. Touring is also demanding, and exciting. Peter Walls, Chief Executive, NZSO. To be a musician in the NZSO candidates must have a successful audition and a trial period of 6-8 weeks. For management positions such as in operations, marketing and human resources, NZSO seeks graduates with a good academic record, knowledge of and passion for symphonic music, good communication and teamwork skills, and a reliable, positive attitude. To enter the artistic team it is essential to have a music background. Roles in the artistic team include: artistic planning manager, artistic administrator, artistic assistant, education programme manager, principal music librarian and assistant music librarian. RadioNZ often recruits people with a tertiary level music qualification or relevant experience, and proven research skills. Awareness of public broadcasting, its goals and principles, is essential along with a deep interest in repertoire, especially in New Zealand music, and a hunger to continue learning. Good written and spoken communication skills are vital. Roles of specific interest to music graduates are found in the following departments: RNZ Concert Production; RNZ Concert Scheduling; RNZ Concert Presentation; Contributing; RNZ Studio Operations. SOUNZ is a music information centre whose purpose is to provide, foster and promote music by New Zealand composers. The small team is made up of musicians and composers. The people in their team need to understand how music is delivered and how professional performers and composers think, perform and interact. APRA/AMCO administers the rights of the world s composers, songwriters and publishers in Australia. The area of music licensing is growing. Knowledge of music is important in the work as well as research and data analysis skills, and an understanding of copyright. Accompanist Arranger Artistic administrator Audio/Sound Engineer Background Vocalist Band member Business Manager (retail, recording, tour etc) Choir Director Composer Conductor Cruise ship band member Film Scorer/Composer Jingle Writer Lecturer, university, conservatory Luthier/Instrument repairer Lyricist Marketing Representative MIDI Engineering Music Archivist Music Critic/Reviewer Musical Director Music Historian Music Librarian Music Publisher/Editor/Journalist Music Sequencer Music Therapist Music Wholesaler/Retailer Orchestrator Performing Synthesist Piano Tuner Producer theatre, film Program Director (recording, radio, TV) Programmer (music software, virtual sound environments) Public Relations Advisor/Manager Radio/TV announcer/programmer Recording Engineer Road Manager Sales Representative/Manager Session Musician Soloist, Vocal/Instrumental Songwriter Sound Designer/Engineer/Technician Studio Director or Manager (recording) Symphony Orchestra/Group Member Synthesis Specialist Teacher, Secondary/Primary School/ Studio Tour Coordinator/Manager Transcriber Typesetter

5 GRADUATE PROFILES Simon O Neill pose I was extremely fortunate to always know what I wanted to do with my life. This has always been music, any type. I take as much delight accompanying fellow singers on the piano, playing the tuba in a brass band or playing the pipe organ at a church service in New York as I do singing at Covent Garden, the Metropolitan Opera or Adam Concert weekend I was preparing the title role of Verdi s Otello with The most enjoyable moments of my studies were in performance, my real passion. I commenced study at Victoria Otago. I would not be at the standard of performance I am now if it had not been for my first teachers Emily Mair and Professor Peter Walls. Their tutelage and mentoring coupled with intense technical vocal work led me to being accepted, with full merit scholarships, into New York s Manhattan School of Music and the Juilliard School. The best advice I can give students studying voice and performance is to take every opportunity to get on a stage and perform be that in the chorus, as understudy or in solo roles. There are many roads to a career. A select few have the privilege of the wunderkind route. My route was a long road with ups and downs (and some terrifying performances) to become a professional opera singer. Professional music can be an extremely difficult and unforgiving career or vocation. You must be ready to accept cutting criticism and ensure that you learn from the good as well as the bad. My life as a professional opera singer is endlessly rewarding because I spend all my time doing something I love dearly. It can also be very lonely and in the beginning is financially precarious. Ben Lau When I was at High School I always knew I wanted to do something involving music but not what I wanted to major in. I started my music degree majoring in composition and enjoyed the class, however, something was missing. I decided to audition for performance violin, was accepted and changed my music major to performance. In my second year I also did some non-music papers, which I really enjoyed. This gave a very different aspect to my university studies, as performance was very demanding. My fondest memories of university were meeting the people I did my music degree with. We had a lot in common and I made some very good friends. Music students spend a lot of time with each other attending workshops and performing at concerts. Another aspect I enjoyed was the opportunity to play in numerous concerts. We did some fantastic repertoire and performed in some very good venues. During my studies I learnt a lot about myself, and my music playing. The best thing was having a violin tutor who taught me how to teach the violin, as we mutually agreed that I was never going to be concert musician. I gradually became very disciplined and learnt good time management skills. I also learnt how to take criticism, which I found very hard to do when I first started university. In my Bachelor of Arts I had started majoring in Chinese and did some Education papers, as they sounded interesting. The idea of becoming a teacher became evident when I started teaching violin and music theory and discovered I really enjoyed it. I ended up not finishing my Chinese major on account of the workload of my music degree, but completed a major in Education instead. Preparation and study are the keys from a technical and a personal view. I prepare each role for many years, coaching with the best people I can find. After years of study and preparation I now have the joy of teaching many young artists both in New Zealand and overseas.

6 Goran Ristanovich Music, jazz in particular, is a life passion of mine. I have been play- The three years I spent studying for a Bachelor in Jazz Performance were fun, creative and romantic, some of the most memorable in my life. Studying with likeminded students offered great potential for development. It's a great environment to learn, practice, create and try out any musical idea with your fellow musicians. During my studies I learned a great deal about many aspects of music and gained skills that would enable me to nail virtually any musical situation. Thanks to these skills I have traveled the world playing as an orchestra drummer and backing a large number of acts in a vast range of styles. The latest was a prime gig as a guest entertainer with Rumba/Flamenco group Ole Ole. When I began studying I planned to work on cruise ships once I had finished and I ve been on many. It has been lots of fun and a life-enriching experience. If you spend too much time on ships, you can lose your direction and fall off people maps. It s important to stay focused and use your time wisely to either practice, compose or learn something new. but very efficient home studio set up and can record drums for people anywhere in the world. Musicians me their basic tracks to which I record the drums and send back the files. I am also completing my debut CD Rista World, which I have produced in my studio. For those considering a career in music, make sure that music is your life passion and your mental food. The life of a musician is a constant battle regardless of what level you re at. We do it because it gives us incredible satisfaction that money can t buy. If you go for it, make sure you go all the way and give it your best shot! I also highly recommend getting some financial education and having a few other plans to broaden your options. Corisha Brain As an undergraduate I did a double degree in Music and music because it is a discipline I love. By majoring in musicology I studied a diverse range of topics such as Medieval and Renaissance music history, twentieth-century music history, conducting, Indonesian Gamelan, Schenkerian analysis, and ethnomusicology. My postgraduate study in music allowed me to focus on areas of musicology that really interested me. I particularly enjoyed the interactive nature of studying music. The music school community allowed me to meet many likeminded, talented people and I made some great friends. The music school staff were very inspiring and supportive, and I enjoyed the opportunity of getting to know some of them relationships I gained the confidence and motivation to begin my Masters in music. My research was incredibly exciting and fulfilling given that it was the first of any kind to be undertaken concerning Mademoiselle Julie Pinel, an eighteenth century French composer. Tertiary study enhanced my skills in areas such as research, analysis, communication, time management, multi tasking, and computer literacy. My Honours and Masters studies in particular developed my skills in focused historical research, writing, editing and analysis. I wanted to embark on a career where I could implement and develop skills such as leadership, teamwork, communication, initiative and creativity. It was important to me that I broaden my skill set by working in various disciplines and I was excited to be offered a role within the Ministry for the Environment. Working within a government department is providing me with new challenges and experiences by working alongside successful and motivated peers. I m grateful that I was able to study something I truly enjoyed and believe that as a result I gained more from my years at university. The skills you gain equip you well for entering the workforce. My studies in music were rewarding and music remains an important part of my life even though I am not currently working in the musical arena. Further down the track I may consider training as a secondary school teacher specialising in music.

7 Alison Cooper I completed a Master of Music Therapy degree at the New Zealand School of Music (NZSM) in 2007 and now work for the Raukatauri Music Therapy Centre, Auckland which caters for schoolaged children and younger. I chose this course because in my previous work as a teacher I saw how motivating music activities were for many children with special needs. I have a Bachelor of Arts in music and teaching qualifications that include psychology papers. I enjoyed the mix of theory and practical experiences in the music therapy course, which prepared me well for the work I do. I developed skills in listening and improvisation the ability to choose, extemporise, compose and adapt music in different styles to match and support the client s actions, vocalisations, playing or mood. My placements were in a mainstream school, a special school, a paediatric hospital, and a rest home and hospital for older adults with dementia. I work part time and spend one day at the Centre and three days in an outreach programme at a special school. I advise anyone considering music therapy to meet and observe music therapists in different settings and to seek work or volunteer experience with people with disabilities. It is challenging and rewarding to build relationships through music with children who have difficulty in areas such as communication, physical skills, sensory integration, or social and emotional development. It is even more rewarding to share their usually small, but sometimes giant steps of progress. Erin King I wouldn t say music was a subject it was more like something that I just had to do. In my first year at Victoria I actually studied architecture, then part way through the year I realised how much I missed the regular involvement in singing I d had at high school. Thankfully my performance audition was successful. While studying singing at the School of Music I also discovered the fascinating world of musicology, which I took up as a second major. Here I was attracted to the satisfaction of delving deeply into the many layers that make up a piece of music. For example, why did the composer write this piece of music at this particular point in time? Was there a specific social or political event for which it was composed, or was it written as an emotional reaction to circumstances in the composer s life? How were we to interpret a system of dots, lines and squiggles written hundreds of years ago? Initially I was surprised that Treasury was interested in a graduate like me. Now I think I can see why. Studying musicology taught me to form and criticise complex arguments. In other words, it taught me how to think. It also taught me how to communicate these arguments clearly to others whether I was writing a thesis, presenting my research at a seminar or conference, or tutoring undergraduate students. performance studies very useful. Performing music at an advanced level requires great discipline, focus, and perseverance, attributes that you can take anywhere. As soon as I started my job I was meeting with senior officials from other government departments often in rather tense circumstances. The ability to appear calm and collected in these environments is another unexpected spin-off from my performance training. Even though I m working full time now, I m still able to keep up my love of singing and performing in ensembles like the Tudor Consort and Number 9. You can probably imagine how I felt when I was walking to my first interview at Treasury, where I had to give a short presentation on the impact of high house prices on the economy. What I ve realised though, is that it s not always the content of what you study that matters, it s the skills you learn and the personal experience you gain while studying that are important.

8 ton combined the strengths of their Conservatorium of Music and School of Music into a single new School, the New Zealand School of Music, to offer an outstanding range of opportunities for advanced music study. Specialist qualifications in Music jointly by the two universities as NZSM qualifications. The Bachelor of Music (BMus) is a professional degree that opens the doors to music careers. You may major in Classical Performance, Jazz Performance, Composition (either Instrumental/Vocal or Sonic Arts), or Music Studies (either Ethnomusicology, Musicology, Jazz Studies, or without specialisation). Jazz Performance majors devote most of their time to individual instruction and practice. Supporting this are studies in group performance, such as combo, big band and jazz choir. Core jazz studies also include improvisation, jazz theory, jazz history and musicianship. Students have a choice of emphasis between Jazz Performance, and Jazz Composition. Classical Performance students can major in voice, piano, organ, harpsichord, guitar, all orchestral instruments, recorder, baroque violin, harpsichord or fortepiano. Entry to the programme is by audition. For both Jazz and Classical majors, the study of a second instrument is possible with the permission of the Director of the NZSM. It is expected that students will have attained the same standard on their second instrument as is required for their principal instrument. The Composition major produces graduates who have a considerable command of music technology and of compositional technique, as well as a broad historical, theoretical and analytical knowledge of the discipline. A BMus in Instrumental and Vocal Composition gives students a thorough grounding in all aspects of composition, and aims to provide the creative and critical tools required for a successful career as a composer. Students studying Sonic Arts join a programme unique in New Zealand. You will be encouraged to develop your individual creative voice, and given the opportunity to work in a range of areas, including electronic music, live electronic performance and intermedia composition. The BMus in Music Studies is for those interested in studying music in context. The Music Studies major is flexible, allowing students to focus on either Jazz (Performance, Theory and Composition, History) or Musicology ( the study of Western classical art music from a variety of historical, philosophical, and analytical perspectives), or Ethnomusicology (the study of music from New Zealand and all around the world as an expression of its cultural context). If you prefer, in this major you can explore a wide range of courses without declaring a specialisation. For students who are academically well prepared it is possible to take a BMus with a double major (e.g. BMus in Classical Performance and Music Studies). Music within a Bachelor of Arts (BA). You can take a BA with a Music major (either the BA in Music Studies at Victoria which can be taken extramurally). You also have the opportunity to include Music courses as electives in a BA majoring in a subject other than Music. A number of Music courses require no prior musical knowledge. Postgraduate study at the NZSM. A full suite of postgraduate programmes in Music is available, ranging from Diplomas of Music Therapy, which trains graduates to become professional music therapists. The two-year programme, developed in association with the New Zealand Society for Music Therapy, requires applicants to hold a degree relevant to Music Therapy and to have undertaken some study of Psychology or another approved social science discipline. An audition and interview are required for entry to the programme. Successful graduates are eligible to apply for accreditation as Registered Music Therapists. Special thanks to: contributed to this publication. is published by Career Development and Employment July 2008