An Autoethnography of a Punk Rocker Turned Music Teacher

The criteria used to admit prospective music teachers in conservatories across the US has remained relatively unchanged since its inception. For those who read music, are classically trained, and perform music in Western-European paradigms, entrance to a conservatory is a viable pathway. However, not all musicians who desire to be music teachers hold backgrounds in the Western-European tradition. Some have criticized the admission criteria, suggesting that it disenfranchises musicians that make, perform, and experience music outside the Western-European paradigm (Koza, 2008). As an autoethnographic investigation, this manuscript showcases the challenges and barriers of a self-taught musician who eventually achieved a music education degree. As a musician who learned, performed, and recorded music through informal and aural/oral approaches, the author provides a narrative of his experiences and exposes the institutional challenges associated with his journey. Berry’s (1980) six dimensions of acculturation is used to interpret the experiences. The author suggests that music teacher education should embrace new approaches for evaluating and accepting prospective music teachers.

An Autoethnography of a Punk Rocker Turned Music Teacher Academic Article