Experiential Learning: Music Industry Simulation as a Pedagogical Approach

Preparing students to work in the music industry has many challenges. Among them is providing opportunity to gaining experience and apply what they have learned in real world circumstance. Simulation exercises have been a method of training in a variety of industries since the early 1900s. For educators attempting to offer students practical learning opportunities working on music industry scenarios and cases, simulation exercises or gaming can offer valuable experiences. Simulation applied to management programs can provide students situations that tie multiple components of curricula together as building blocks for practical experiences. These experiences can be guided by faculty and allow students to navigate real world problems and dilemmas in a controlled environment. An exploration of simulation background is examined and an example of a current simulation game as a pedagogical approach to teaching music business is presented. Further inquiry into simulation and learning cycles is described and used to illustrate a method to assess learning outcomes of simulated experiences. An evaluation of student learning from assessment of simulation activities in course offerings provides some insight into the validity of this pedagogical approach and its usefulness in higher education. This study builds on a previous co-published work titled “Implementing Game Pedagogy into Music Business Curriculum: The Music Industry Immersion” and provides a more detailed investigation of learning cycles and their connection to simulation as a development tool. Simulation assessment methods are introduced and a discussion of simulation feasibility are argued. This paper will be of particular interest to music and entertainment industry instructors and program directors looking to incorporate “real-world” examples, alternative pedagogical approaches, and multimodal learning environments into curricula.