An historic divide: Understanding conservatories and schools of music and their place in Australian higher education

Abstract

This paper examines the impact that the differing structure of conservatories and schools of music has on the educational experiences of their students by using musical higher education in Australia as a case study. Preprofessional music education at the tertiary level is crucial for the seamless interaction between and integration of musicians operating across multiple regions in an industry that requires international cooperation and collaboration. This paper explores the historical origins of formalized music training (including both performance- and academic-based disciplines), the evolution of this education through conservatories and university schools of music, and the role that tertiary music education plays in preparing musicians for global success. The contrasting origins of conservatories and schools of music as educational institutions begets significant differences between the educational focuses, teaching methodologies, and structure of these institutions. These factors have strong implications on the type of music education a student should expect to receive; both what is taught and how it is taught is determined by these structural differences between conservatories and university schools. This paper also discusses how the unique strengths of conservatories and schools of music can cultivate a vibrant ecosystem where musical performers, writers, teachers, researchers, theorists, and scholars can thrive.