Learning trajectories of classical musicians engaging in Musikvermittlung

ABSTRACT Practices of Musikvermittlung have become significantly more relevant since the last turn of the millennium against the background of a dwindling audience for classical concerts in the German speaking countries. For classically trained musicians, whether in permanent positions, as soloists or in portfolio careers, activities in the fields of community engagement and education work are increasingly becoming an important part of their professional activities. Even though higher music education in Austria, Germany and Switzerland has reacted to this development by founding new courses of study and offering further training, the learning trajectories of classical musicians engaging in Musikvermittlung are highly diverse. In this article I will pursue the question how musicians acquire their knowledge in order to participate in practices of Musikvermittlung and how identity and social membership are formed. My research is based on 22 interviews with twelve classical musicians that were conducted between June 2018 and December 2019 and analyzed with Adele Clarke's Situational Analysis. Through the lense of practice-informed learning theories I will show that significant learning processes take place outside of formal education and will conclude with some recommendations for music institutions and higher music education.