Bravo Maestros: the experiences of state-school students’ journeys to a UK music conservatoire

Student thesis: Doctoral ThesisDoctor of Philosophy

Abstract

Since their formations in the early nineteenth century, UK music conservatoires have served as the elite training grounds for many of the world’s most successful classical musicians. However, whilst these institutions play an important role in preparing musicians for a future performance career, the way in which conservatories admit students can be seen to reflect and perpetuate classical music’s status quo – this being, overwhelmingly white and middle-class. This cultural hegemony is highlighted in the reports by UCAS which show how the majority of conservatoires are made up of privately educated students from the most advantaged backgrounds. The data also show how the most advantaged fifth of young people remain around six-times more likely to enter a programme at a UK music conservatoire than those from the most disadvantaged backgrounds, with both the Royal Academy of Music and the Royal College of Music accepting fewer state-school students than Oxbridge. It is from the data sets provided by UCAS and HESA along with the wider research which demonstrates how state-school students remain at a disadvantage when accessing these institutions which form the rationale of this thesis. In order to gain a deeper insight into this issue, the PhD has collected qualitative data through interviewing participants on their lived experiences of their journeys to a UK music conservatoire. To do so, the research employed Reflexive Thematic Analysis to uncover key themes that illuminate the journeys of young musicians aspiring to UK conservatoires, which include: Parent Empowerment; the ‘Meritocratic Musician’; Becoming ‘Serious’ and being a ‘Fish out of Water’. To further understand these experiences, this research draws on the conceptual frameworks of French social theorist, Pierre Bourdieu. As a result, this research has generated a wealth of new knowledge of music education research and expands on the sociological knowledge of class, culture and inequalities in relation to classical music in the UK. In doing so, the research also highlights the equity, diversity and inclusion challenges both state school students and conservatoires face.
Date of Award1 Aug 2024
Original languageEnglish
Awarding Institution
  • King's College London
SupervisorRuth Adams (Supervisor) & Roberta Comunian (Supervisor)

Cite this

'