Is there a problem? Women composers and higher education Dawn Bennett, Curtin University

Is there a problem? Women composers and higher education

Dawn Bennett, Curtin University

AMC: “It is today unremarkable that many of Australia’s most prominent composers are women”

45 most-mentioned composers21 women

25% of works by women in 2012

Are we missing something else?

What is the problem?

Growing number of women More diverse genresContinued under-representationHighly digitised, multi-media, technical practiceAs likely to produce synthestrations as orchestrations

All work generated by Australian composers is under-represented

The problem is that we don’t know what

the problem is

What is the solution?

Challenge 1:

Find out what we don’t know and then

work out how to know it

Challenge 2:

Work together to know and resolve it

What do composers do?

When, where, how and why do they do it?

What do they not do, and why?

What of this is gendered?

(Un)reliable metrics

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• Multiple entry attempts (2 years for establishment)

• Multiple roles = life-wide learning

• Non-linear career trajectory

• Over 3 different careers on average, unknown in the arts

• Less permanence

• More of a focus on fulfilling work

• More self-management of career and learning

• Less access to superannuation, insurances etc.

What do composers do?

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Arts work

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Task 1CHESSN, the link between ATO & DET

Direct link between 80% of u/g domestic students: course/institution to professions & earnings

Track earnings & work by course/HEI;Assess equity groups, study mode, state comparisons, attrition, timing …

Task 2: Create targets and make them matter

• Athena SWAN program: Institutions required to collect & analyse data on progression of women & plan to improve gender gap;

• Gold, silver and bronze awards; • Some UK medical research funding bodies

now require recipients to hold an Athena SWAN award.

Task 3: Understand the world of the composer

Arts Council England

Soundandmusic.org

Task 4: Work with female students

Increase confidence in abilityHeighten students’ aspirationsDecrease the confidence gap

Strategies: senior role models; opportunities for feedback, advice, mentoring and coaching; networking opportunities; executive sponsorship; training and development tailored to the different traits of males and females.

Understand the working lives of Australian composers

Establish alumni as “industry experts” and track progress

Improve the metrics (ATO) and advocate for CHESSN use

Build a collaborative toolbox of resources for HE

Work with OzCo, Music Australia etc.

Initiate strategies to enhance confidence & career awareness

Support best practice in developing work-ready students

Actions

ResearchUnderstand the working lives of Australian composers

CollaborationEstablish alumni as “industry experts” and track progressBuild a collaborative toolbox of resources for HE

AdvocacyImprove the metrics (ATO) and advocate for CHESSN useWork with OzCo, Music Australia etc. on advocacy

Institutional leadershipSupport and encourage best practiceAdopt strategies to enhance confidence & career awareness

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