The career prospects for a musician in today's music business are more complex than ever. Many now have portfolio careers that include technology in a big way, whether in composition, performance or recording, and teaching has become an important adjunct to this, not least because it keeps practitioners abreast of new trends and techniques. As teachers, they must be fleet of foot, and refresh their delivery on a regular basis in order to meet the needs and expectations of their students – regurgitating the same content isn't an option. This requirement has become even more pronounced in the higher education sector that I inhabit.
My own route to teaching came out of a career of composing for film and television, session work, live performance, studio production, sound engineering and songwriting. After some time, I decided to validate my career by doing a part-time master's degree in composition and, while at university, caught the bug and started to assist with teaching. One thing led to another and, after a PhD, I ended up becoming Head of Music and Audio Technology at the University of Kent. However, I did not stop my activities as a practitioner, and discovered that engaging with students, and the constantly developing technologies that they were exposed to, helped improve my teaching. By keeping up with current trends, I was enhancing my own practice.
Agile workforce
The Musicians' Union understands the cross-disciplinary nature of our industry. Although roughly one third of our membership is registered as teachers, we recognise that nearly two thirds engage in some sort of teaching to supplement other earnings. The benefits of this, to their practice, are immense and should be celebrated and recognised. The Union helps them to regulate conditions, expectations, pension and pay levels, and working conditions from all aspects. But it sees, too, the core appeal to employers in having practitioners who have teaching experience and are adaptable.
The MU's role
The Union is not just there to intercede when problems arise; it can also assist with negotiations and encourage best practice from both employee and employer.
It was this ethos that attracted me to the Education Committee of the Union, and I am now Chair of that committee. However, in viewing music teachers as practitioners too, I also sit on the Executive Council of the MU to help regulate all sides to the industry.
Music is part of our culture, and the UK is one of the three biggest net exporters of music in the world. Without our teachers, that dynamic would not exist. Music is art but also a key element of many industries. Gaming, film, television, computer technology, health and wellbeing, retail and hospitality are all enhanced by, or rely on, music. We need music teachers to provide the base and skills in order to meet this huge demand.
Music is not always recognised in this way by governmental bodies or research groups. What the MU is trying to do, on top of protecting members' rights, is to bring the focus of music education to the attention of the government, current or future.
It is imperative that we advocate for more music teachers in schools and more provision for students of all ages, as part of highlighting the wider benefits to society, both culturally and economically.
