For professional musicians, all aspects of music play an integrated role in music-making. However, for first year music students, who usually begin their studies identifying as performers, some may question the value of learning these other areas of music. This study investigates the responses of 80 first year undergraduate music students to questions about aspects of the music study they were about to begin, and their identity as a musician. The students were enrolled in two universities located in suburban and regional Australia. Questions were given to students in their first week of the Bachelor of Music course before classes began. In doing so, the study sought to capture what experiences, understandings, expectations and aspirations incoming students bring to, and have for, an undergraduate music course, and how they identify as musicians as they begin the course. As expected, findings noted experience with music performance and the possible influence of the location of the universities in relation to a low level of music theory knowledge. Yet understanding student interest in music technology, musicology and the music of Australian First Nations people reveals presage opinions which can help design authentic curriculum for the education of the 21st century musician.

中文翻译：

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预示：一年级音乐学生进入本科音乐课程的经历、理解、期望和愿望


对于专业音乐家来说，音乐的各个方面在音乐创作中都发挥着综合作用。然而，对于一年级音乐学生来说，他们通常以表演者的身份开始学习，有些人可能会质疑学习这些其他音乐领域的价值。这项研究调查了 80 名一年级本科音乐学生对他们即将开始的音乐学习的各个方面以及他们作为音乐家的身份的问题的反应。这些学生就读于位于澳大利亚郊区和地区的两所大学。在音乐学士课程的第一周，在课程开始前向学生提出了问题。在此过程中，该研究试图捕捉新生为本科音乐课程带来的经历、理解、期望和愿望，以及他们在开始课程时如何认定自己是音乐家。正如预期的那样，调查结果指出了音乐表演经验以及大学所在地对音乐理论知识水平较低的可能影响。然而，了解学生对音乐技术、音乐学和澳大利亚原住民音乐的兴趣揭示了一些预示意见，有助于为 21 世纪音乐家的教育设计真实的课程。