東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

How Popular Music Artists Form an Ar...

Weller, Janis F.

FindBook

Google Book

Amazon

博客來

How Popular Music Artists Form an Artistic and Professional Identity and Portfolio Career in Emerging Adulthood.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How Popular Music Artists Form an Artistic and Professional Identity and Portfolio Career in Emerging Adulthood./
作者:	Weller, Janis F.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3578835
ISBN:	9781303735233

How Popular Music Artists Form an Artistic and Professional Identity and Portfolio Career in Emerging Adulthood.
Weller, Janis F.

How Popular Music Artists Form an Artistic and Professional Identity and Portfolio Career in Emerging Adulthood. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 220 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2013.

This qualitative, phenomenological study sought to understand ways popular music artists experience and make meaning of their transitions from the role of college student to roles as professional artists and independent adults. During lengthy individual interviews, 15 young artists ages 23 to 28 described their transitions into multifaceted portfolio careers after graduation from specialty music colleges. The primary themes revolved around the formation of artistic identity, transitioning from college into professional life, managing financial challenges, and ultimately, becoming and being a creative artist by aligning artistic expression with life balance. While all participants intended careers as working musicians focused primarily on performance, 12 of the 15 began or significantly increased an emphasis on original composition after graduation to enact their artistic identities. A central finding of this study involved balancing this compelling creative drive with personal life balance at an early career stage.

ISBN: 9781303735233Subjects--Topical Terms:

3168367
Music education.

How Popular Music Artists Form an Artistic and Professional Identity and Portfolio Career in Emerging Adulthood.
LDR:03075nmm a2200313 4500 001 2158225
005 20180608130836.5
008 190424s2013 ||||||||||||||||| ||eng d
020 $a 9781303735233
035 $a (MiAaPQ)AAI3578835
035 $a AAI3578835
040 $a MiAaPQ $c MiAaPQ
100 1 $a Weller, Janis F. $3 3346050
245 1 0 $a How Popular Music Artists Form an Artistic and Professional Identity and Portfolio Career in Emerging Adulthood.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Sarah J. Noonan.
502 $a Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2013.
520 $a This qualitative, phenomenological study sought to understand ways popular music artists experience and make meaning of their transitions from the role of college student to roles as professional artists and independent adults. During lengthy individual interviews, 15 young artists ages 23 to 28 described their transitions into multifaceted portfolio careers after graduation from specialty music colleges. The primary themes revolved around the formation of artistic identity, transitioning from college into professional life, managing financial challenges, and ultimately, becoming and being a creative artist by aligning artistic expression with life balance. While all participants intended careers as working musicians focused primarily on performance, 12 of the 15 began or significantly increased an emphasis on original composition after graduation to enact their artistic identities. A central finding of this study involved balancing this compelling creative drive with personal life balance at an early career stage.
520 $a A lack of paying work, competition, and self-doubts emerged as key early career challenges. Original composition may not provide significant income, and particularly in the United States, substantial student loan debt may further exacerbate financial challenges. Participants demonstrated effective reflective and proactive approaches to challenges, acknowledging personal temperament and individual circumstances while developing and adjusting artistic and life balance. For some, financial stability initially took precedence, enabling creative freedom, while others expanded musical activities to create sustainable and creative careers. Participants who began professional work prior to graduation demonstrated a clear advantage over those who waited. Four theoretical frameworks provided analytical lenses to examine transition issues of young artists: identity theory, emerging adulthood, self-efficacy, and systems creativity theory.
520 $a Key words: musician careers, identity, emerging adulthood, creativity, college to work transitions, self-efficacy.
590 $a School code: 1064.
650 4 $a Music education. $3 3168367
650 4 $a Individual & family studies. $3 2122770
690 $a 0522
690 $a 0628
710 2 $a University of St. Thomas (Minnesota). $3 1021989
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 1064
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3578835