The formative paths in music at the beginning of the 21st century: between tradition and innovation

In recent decades, the notion of music as a professional activity has been fundamentally rebuilt. The current musical world is defined by a variety of activities, many of which are outside of its canons, that illustrate the ambiguity of the link between a musician’s “conventional” western music education and the professional environment in which he or she performs. Forms of musical practice emerge in a job market marked by uncertainty and precariousness, which differs from what they were taught in school. Such a course, which consists of an interconnected mix of technical and interpretive material, as well as historical and cultural contextualization, will affect his autonomy and future recognition, both among his peers and in the development of his social image. The skills acquired there will aid in the creation of new work opportunities as well as the development of a long-term professional career. In the current scenario, which is significantly impacted by the digital paradigm and characterised by pluriactivity and intermittency in the musical labor market, the ability to adapt has emerged as a contingency aspect. Through a thorough critical literature review, this article attempts to contribute to the analysis and thought surrounding the numerous dimensions of what makes up the experiences and formal educational trajectories of classical instrumentalist musicians in the twenty-first century.