Dreams and Goals; Music Performance and Music Education

Note: this article is a follow-up to “The Community College Alternative” which stimulated quite a few comments. My own follow-up comment became a bit long, so here it is as an informal post.

A degree in music education isn’t always about teaching children – just as a performance degree may not always be ultimately about performing. I know of many musicians with education and performance degrees that went on use their musical background in another application, myself included.

I can also think of several performers that have no degree whatsoever and are very successful – it all depends on how you apply yourself. You have the skills of determination or you do not. The actor Nick Nolte, for example went to Phoenix Community College. He seems to be doing OK for himself.

The quality of an education and its application to the real world is directly related to the psyche of the individual. It has been pointed out that there are some music teachers out there that are unhappy with their jobs. I could also provide many – if not countless – examples of unsatisfied employees in music performance jobs.

In other words, unhappy people exist in any field.

Many people live in the life of “quiet desperation” that Thoreau wrote about years ago.

Fantasy and reality

Every college athlete for example, dreams that they will be the next Michael Jordan or Pele. As long as these remain dreams and not a sense of entitlement -which can lead to great unhappiness and dissatisfaction – this is healthy and productive.

While I might agree with the point that it takes much time and dedication to be a fine musician, I would point out that there is more than one path in doing so. This path may take four years or as long as six or seven years.

Even the most determined and logical plan may take a few twists and turns. There is no unilateral path that works for everyone.

Dream big, think small

There is nothing wrong with dreaming big of course, but reality suggests that a broader perspective and education will produce a more broader minded person who is better equipped to deal with diversity and ingenuity.

I speak from some experience here. I can remember a time in my youth when I regarded music education majors with some disdain. The axiom of  “those that can’t do, teach” was regular part of my misguided youth-speak.

Time has taught me otherwise.

Dreams are natural. They are healthy and encouraged.

Confusing abstract dreams with concrete goals however, can lead to very deep and muddy waters.

Further reading:

• Fancies, Toys and Dreams; When Does a Dream Become Folly?
• The “Backup” Career
• Those That Can’t Do, Teach