ESTONIAN ACADEMY OF MUSIC AND THEATRE The Role of Entrepreneurial Training in the Development of Music Students’ Multiple Identities ESTONIAN ACADEMY OF MUSIC AND THEATRE

“Prevailing discourse, familiar since at least the 1990s, emphasizes the university's place as a paramount player in a global system increasingly driven by knowledge, information and ideas. We live in a time when knowledge is ever more vital to our societies and economies, in a world of rapidly circulating capital and people and of revolutionary communication technologies. Knowledge is replacing other resources as the main driver of economic growth, and education has increasingly become the foundation for individual prosperity and societal growth.” Faust, 2010

Starting point Entrepreneurial education is necessary responsibility of the university that answers this need However, it is currently organized in specific units/modules/courses, separated from the main “body” of the study programs This disruption creates the false perception that entrepreneurial identity is separated from the holistic identity of the artist This leeds to frustration and potentially disorders Students feel they need to fit into some kind of role (take on specific entrepreneurial “mask”, language, behaviour, clothing (sic!) Feeding into the endless repetition of status quo of CCI

Student perceptions of entrepreneurial training Adopted the notion IT’S IMPORTANT Creates frustration Feeling of being unfit, inadequate Scary with its neoliberal rethoric Multipotentialite/portfolio method assosciated with multiple identities

Entrepreneurial Module in EAMT (32 ECTS) Reflective: Professional Life Creatives in the Society Art on Living on Art Career Planning Practical: Taxation in Cultural Field Cultural Legislation Project Management Practical Workshop/ Lean start-up PROJECT COMPETITION Grant writing Peripheral: Study Visits Audience Development Social Media Importance in Arts and Culture

How we work 20 % reflection 30 % group work 30 % individual work 20% lecturing

. HOW YOU LEARN? 2. WORKING INDIVIDUALLY versus IN PAIRS & AS A GROUP? 3. WHAT IS THE GOAL/PURPOSE OF LEARNING & WHAT CAN YOU APPLY FROM THIS SIMPLE EXERCISE? 4. RISK, FAILURE AND FUN? 5. FRAMING TASKS AND TIMING OF INTERVENTION/INPUT? 6. TEACHER -STUDENT REALTIONSHIP & TRUST? 7. LEARNING BY DOING? 8. HOW YOU TEACH & THE STUDENT TEACHER RELATIONSHIP?

Emotional intelligence vs skills

Casual vs effectual reasoning, Sarasvathy (2003)

Example of holistic identity of entrepreneurially minded individual mindset Cleaner-ship Entrepreneur-ship Musician-ship Parent-ship Friend-ship Yoga-ship Apprentice-ship Administrator-ship Craftman-ship Example of holistic identity of entrepreneurially minded individual

Possible bottlenecks for the improvement Traditional music professor and system itself Mutual respect – support from University management Sexism and old mechanisms at the institutions Overloaded Curriculum Conservative Pupil-Master approach

Our Vision Knowledge ecology: To propose education that would facilitate a holistic understanding of entrepreneurial mindset that contributes to individual prosperity and co-creative ecosystem for societal growth. “To enable incorporation and enactment of the development holistically within entire student’s identity – be it in professional or private part of it. This concept has parallels with the idea of constant innovation being part of the entrepreneurial process.” (Kuznetsova- Bogdanovits, Ranczakowska, Kiitsak-Prikk, 2017).

From egology to ecology

anna@ema.edu.ee kristinakb@ema.edu.ee Thank you! anna@ema.edu.ee kristinakb@ema.edu.ee