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    Creating a career as a woman composer: Implications for music in higher education

    267547.pdf (614.1Kb)
    Access Status
    Open access
    Authors
    Bennett, Dawn
    Macarthur, S.
    Hope, C.
    Goh, T.
    Hennekam, S.
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Bennett, D. and Macarthur, S. and Hope, C. and Goh, T. and Hennekam, S. 2018. Creating a career as a woman composer: Implications for music in higher education. British Journal of Music Education. 35 (3): pp. 237-253.
    Source Title
    British Journal of Music Education
    DOI
    10.1017/S0265051718000104
    ISSN
    0265-0517
    School
    School of Education
    Remarks

    This article has been published in a revised form in British Journal of Music Education http://doi.org/ 10.1017/S0265051718000104. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works

    URI
    http://hdl.handle.net/20.500.11937/69563
    Collection
    • Curtin Research Publications
    Abstract

    Recent decades have seen gender and feminist research emerge as major fields of enquiry in musicology and to a far lesser extent, music education. While these fields have increased awareness of the issues confronting women and other marginalised groups, the pedagogical practices and curricular design that might support aspiring women composers are in urgent need of attention. This article reports from an international survey of women composers (n=225), who in western art music continue to experience a masculine bias that has its roots in the past. The findings in the survey were focused on income, work and learning, relationships and networks, and gender. Numerous composers surveyed noted the under-representation of music composed by women in their higher education curricula. They also described their unpreparedness for a career in music. The article explores the issue of gender in music composition and makes practical recommendations for a more gender balanced music curriculum in higher education.

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