Meaning drives young musicians – but few get the chance

In her dissertation Educational pathways to music: Driving forces and recognition in music students’ life histories, Camilla Sarner follows music students’ trajectories from their earliest encounters with music in childhood to higher music education.

She shows that two driving forces are particularly prominent: the ambition to achieve success and recognition, and the fact that music provides meaning on a deeper, existential level.

“Many describe music as a way of feeling alive. Being involved in music gives strength and direction in life and therefore becomes deeply meaningful. It is not only about career goals but about being moved and changed by music – how it influences one’s feelings, thoughts and the creation of meaningful relationships in life,” says Camilla Sarner.

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Unequal starting points already in childhood

The dissertation also shows that access to the music education field is far from equal. Most students in the study grew up in homes where music was a natural part of everyday life, often with highly educated parents who had an active interest in music.

Already in early childhood, many of them absorbed “grand and complex music”, such as classical orchestral works, heavy metal or gospel choirs.

Several also recount having received qualified instruction from as early as five or six years of age.

“To study with a music teacher that early seems to be a privilege afforded to few. It requires access to private teachers, children’s choirs or other specific musical environments that are usually only available in larger cities. These opportunities are unevenly distributed, which means that the music education field is shaped by unequal conditions from the very beginning,” says Camilla Sarner.

Relationships that fuel motivation

Along the way, relationships with key people also become decisive. Parents, teachers and friends in community school of music and arts, music classes, upper-secondary arts programs and folk high schools play a central role in supporting students to continue.

“Seeking out like-minded people is natural, also within the music education field. But if the field is to be relevant to society as a whole, it also needs to be renewed and opened up to more people,” says Camilla Sarner.