Musicians as beginning music teachers: creative transfer and identity in higher music education

Excellence in depth and grasp of subject knowledge is no longer sufficient for professional musicians. As leading authors in the field suggest, a host of knowledge, skills and values are necessary to engage musically in a variety of social settings and with a variety of other people throughout life, as well as undertaking a variety of different roles (Smilde 2009). Yet, both the diversity of work musicians undertake across their lifespan and the particular creative knowledge and skills necessary to accomplish this, continue to be under-acknowledged within many current higher music education curricula.