ABSTRACT

Practices of Musikvermittlung have become significantly more relevant since the last turn of the millennium against the background of a dwindling audience for classical concerts in the German speaking countries. For classically trained musicians, whether in permanent positions, as soloists or in portfolio careers, activities in the fields of community engagement and education work are increasingly becoming an important part of their professional activities. Even though higher music education in Austria, Germany and Switzerland has reacted to this development by founding new courses of study and offering further training, the learning trajectories of classical musicians engaging in Musikvermittlung are highly diverse. In this article I will pursue the question how musicians acquire their knowledge in order to participate in practices of Musikvermittlung and how identity and social membership are formed. My research is based on 22 interviews with twelve classical musicians that were conducted between June 2018 and December 2019 and analyzed with Adele Clarke's Situational Analysis. Through the lense of practice-informed learning theories I will show that significant learning processes take place outside of formal education and will conclude with some recommendations for music institutions and higher music education.

摘要

自上世纪末以来，在德语国家古典音乐会的观众减少的背景下，Musikvermittlung的实践变得更加重要。对于受过古典音乐训练的音乐家来说，无论是长期担任独奏家还是组合职业，社区参与和教育工作领域的活动越来越成为他们专业活动的重要组成部分。尽管奥地利、德国和瑞士的高等教育对这一发展做出了反应，开设了新的学习课程并提供了进一步的培训，但参与 Musikvermittlung 的古典音乐家的学习轨迹是高度多样化的。在这篇文章中，我将探讨音乐家如何获取知识以参与Musikvermittlung实践以及身份和社会成员身份如何形成的问题。我的研究基于 2018 年 6 月至 2019 年 12 月期间对 12 位古典音乐家进行的 22 次访谈，并使用 Adele Clarke 的情境分析进行了分析。通过实践知情学习理论的视角，我将展示重要的学习过程发生在正规教育之外，并将以对音乐机构和高等音乐教育的一些建议作为结尾。