During the first thirty years of music and entertainment industry education, three basic curriculum models have developed in four-year degree programs. The first and most common is the music department model, but two more patterns emerged later, the business school and mass communication models. There is an inherent danger that, without a true clear identity for music and entertainment industry programs, resources generated by those student enrollments go disproportionately to other programs. It is possible that music and entertainment industry programs have attained critical mass and need autonomy. Is it a free-standing discipline or, by its very nature, is it perpetually interdisciplinary or multi-disciplinary? What is it and where does it belong? This paper will explore these curricular questions as well as discuss faculty issues including qualifications, appropriate degrees, tenure and promotion, and scholarly/creative activity.
Keywords: music industry curriculum, music management, music business, entertainment industry degrees, music degrees, business degrees, communication degrees
Garfrerick, Robert. “Music and Entertainment Industry Curriculum: A Case for Autonomy?” Journal of the Music and Entertainment Industry Educators Association 6, no. 1 (2006): 93-106. https://doi.org/10.25101/6.5