A Call for Action: Toward a More Inclusive and Adaptive Music Education
During Creative Synergies Week 2025 in Kristiansand at BARE Studenthus, a student roundtable was organized. Students involved in various work packages within CreaTeME led discussion panels focused on music education, exploring multiple aspects of the field. Kristiansand’s Student Roundtable consisted students from different European Universities. A key feature of the roundtable concept is its principle of not associating speakers with their statements, allowing everyone to speak freely.
A roundtable discussion is a collaborative format that promotes open dialogue and the exchange of diverse perspectives. It is characterized by equality, where every participant has an equal opportunity to speak, ensuring inclusivity. Open dialogue fosters honest communication, trust, and transparency among participants. Diverse perspectives enrich the conversation and promote critical thinking. The primary focus is on collaboration, aiming to collectively explore topics and generate solutions rather than debate or compete. Creative Synergies 2025 student roundtable conference leverages established initiatives in Kristiansand, like the KRS Open music business conference and Punktfestivalen, with the goal of evolving into an annual platform for building networks and partnerships. This concept is still in development and makes a great platform for students to contribute to during their time at the university.
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The main topics discussed were grading methods within music degrees, the subjectivity of artistic assessment, and alternative assessment methods.
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Discussions progressed towards admission and entry requirements. The main topics discussed in this part were diversity in student selection, the role of interviews in admissions, the barrier of entry, and motivation and persistence in gaining admission.
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The discussions shifted to music education and institutional policies. Personalized learning paths, challenges in electronic music programs, and student-teacher relationships were brought to the table.
Rethinking Music Education: Grading, Admissions, and Institutional Challenges
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A question that was raised was whether education prepares students for a career in music. Some students felt that universities focus too much on theoretical aspects rather than on real-world industry skills. There were concerns that schools do not adequately prepare students for the business side of the music industry, such as networking, marketing, or self-management.
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Moreover, many students emphasized the importance of having teachers who understand their individual artistic goals. There were cases where students were discouraged when teachers refused to work with certain musical styles or languages of songs.
A question that was raised was whether education prepares students for a career in music. Some students felt that universities focus too much on theoretical aspects rather than on real-world industry skills.
Other topics brought up included the balance of structure and flexibility within music education. Some students felt that it is too rigid, attempting to fit all students into a “one-size-fits-all” curriculum.
Others believed some structure is necessary to prevent differences in skill levels within classes.
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Many students reported feeling performance anxiety and academic stress due to grading and assessment pressures. Some students even postponed applying to university due to fears of grading and academic pressure. A stronger focus on mental health and less emphasis on rigid grading was suggested.
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The discussion continued on whether music education should be graded at all. Some students argued that grades are a leftover system from traditional academia and do not work well for artistic subjects. On the other hand, others countered that grades provide a sense of achievement and motivation for some students.
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There was an expressed need for institutional reform. Many students wanted institutions to reevaluate their grading and admission policies to be more feedback-driven and personalized.
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The final takeaways were that grading in music is controversial, and it was felt that it limits creativity, though some see the value in structured feedback. Additionally, admissions could be improved; balancing inclusivity with maintaining a high skill level is a challenge. Moreover, mental health and stress management are major concerns for students in creative fields. Music education should evolve to reflect the realities of the music industry, offering career-focused training.
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A Call for Reform: Toward a More Inclusive and Adaptive Future
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The student roundtable at Kristiansand’s Bare Studenthus highlighted the need for evolution in music education. Discussions emphasized the importance of personalized feedback, balancing structure with flexibility, and considering mental health. Students called for institutional reforms to grading and admissions policies and stressed the necessity of preparing for real-world industry skills. The roundtable underscored a need for music education to adapt to better serve students’ diverse needs and aspirations.
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In conclusion, roundtable discussions offer a unique and effective platform for exploring diverse perspectives, fostering open dialogue, and collaboratively generating innovative solutions.
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Were there controversial topics this year? One can tell that some of the aspects discussed could be seen as controversial. Yet, it is up to each person to decide what is and isn’t controversial for them. As we reflect on the valuable insights gained from this year’s Creative Synergies Week, let’s carry forward the spirit of collaboration and inclusivity. We encourage everyone to continue engaging in these meaningful conversations and to look forward to next year’s Creative Synergies Week, where we can once again come together to share ideas, inspire each other, and drive positive change in our fields.
Written by Aleksandra Nowak, 2nd year Masters in Music Business and Management,
Student position in CreaTeME working with dissemination and content creation.