Teaching on the side: ‘bread and butter’ or vital, valuable vocation? Nurturing instrumental music teacher identities through further and higher music education

Instrumental music teaching is often viewed as a ‘fall-back’ career for musicians, many of whom undertake teaching ‘on the side’ whilst pursuing a performance or other musical career. Indeed, where musicians ‘fall into’ teaching without being fully prepared for it, some may suffer from teacher anxiety. In England, it is possible for individuals to deliver instrumental tuition without training or guidance, and many young musicians begin teaching even during their school years. Understanding these early experiences of delivering instrumental tuition may support the development of higher education music curricula to prepare future generations of musicians to enter the workforce. This paper discusses two research projects, undertaken concurrently (yet unknowingly) by two different researchers in England. Both projects engaged undergraduate music students as participants, with one focusing largely on university student perspectives on careers in instrumental teaching, and the other gathering similar perspectives from conservatoire students. The data emerging from questionnaires, interviews and written reflections across both projects demonstrate that significant numbers of music students are involved in delivering instrumental/vocal lessons prior to commencing undergraduate studies, often beginning with peer learning initiatives in or outside school, or helping family and friends. Findings suggest that more could be done via the transition through Further and Higher Music Education to support the development of instrumental music teacher identities, building on students’ prior experiences of facilitating music making in others, and promoting instrumental teaching as a vital, valuable vocation for musicians.