Artist Management Discourse and Teaching: A Thematic Case Assessment

Ray Sylvester
Senior Lecturer
Buckinghamshire New University

    This paper provides a critical review of popular artist management discourse and its influence on the teaching of artist management principles within music business courses. The paper seeks to assess the relevance of this discourse in the constantly changing music and entertainment industry environment. The research uses thematic analysis to interpret raw data obtained from case studies. Data-driven codes are related to theoretical concepts derived from generic management, strategy, marketing and brand management. The methodological approach presents an exploratory journey into the process of data coding and identification of themes. This process demonstrates how the analysis of the raw data from various case study perspectives progressed toward the identification of overarching themes. The findings appear to capture the popular phenomenon of artist management. They also question whether the current artist management discourse informs practice, and whether it is meeting the needs, wants and aspirations of music business students hoping to develop an artist management career. It is expected that the findings will help music business academics, students and industry practitioners in seeking to translate and understand the changing nature of artist management.

Student Perspectives on Webcasted Class Sessions

Storm Gloor
Assistant Professor, Music and Entertainment Industry Studies
University of Colorado Denver

    The concepts of “blended learning” and “the flipped classroom” have entered higher education’s lexicon in recent years and are still scrutinized as to their effectiveness as teaching philosophies.  At the same time, a focus on online environments as a means to provide more flexible options for education and to integrate leading-edge technologies has been a priority for many universities.  One particular means of providing remote access to student users relates to the live webcasting of face-to-face class sessions to remote users who can also engage in the learning environment.

    The use of such pedagogy has its practical disadvantages and challenges.  At the same time, it provides a means of flexible learning that uniquely blends technology with  the traditional classroom environment.  The pros and cons for educators are numerous.  But how do students view such a learning experience?

    This research paper analyzes survey data and other feedback from students in the courses I taught in which I webcasted sessions in real time, offering them the option of attending class remotely or in the traditional face-to-face manner.  My paper examines their responses to such a learning environment and highlights lessons learned from such an experience, while providing background and recommendations.  After utilizing web technology in such a manner for over two years, the information and learning I’ve accumulated could be helpful to any institution or instructor aiming to provide more flexible, and potentially better, educational opportunities to their students.