This exposition is a case study of the development of a musician’s artistic identity within the context of an intercultural study environment, namely the Global Music Department at Sibelius Academy, UniArts, Helsinki. Data is collected through musical creation processes, musical outcomes and self-reflection from the perspective of a foreign student, as well as interviews with other peer students from Finland. Discoveries are made in terms of the ways in which ones’ cultural background influences the process of finding ways of self-expression, as well as how different cultures perceive the concept of a musician, artist or art forms, and effects of diverse approaches to music education. Moreover, the key to searching for an artistic identity lies in the process of establishing a balanced relationship between the musician and their surrounding environment, whilst being truthful towards the musician’s own inner voice. Musicians have a need to express themselves in personal, genuine ways, which may also be the foundation for creating genuine communication with the audience. The study of music does not necessarily correspond to the development of an artistic identity. Due to the fundamental social function in music, the maturity of an artistic identity is perhaps more related to a musician’s life experience. I argue that an open and supportive educational environment is important for allowing the freedom to explore a musician’s own identity. Furthermore, support within intercultural and genre free music making can create such a friendly learning environment for young artists to advance in self-positioning and career development.

Reflecting on the interviews of peer musicians, the development of artistic identity does not seem to only depend on the length of music studies but is perhaps more related to life experiences, due to the social communication function in music. The understanding of music and expression of thoughts evolve and deepen over each individual’s unique timeline.

This study is only a review of the development of artistic identity through self-reflection and case studies. I acknowledge that it is narrow in its scope and only focuses on a specific individual path of identity development. However, this study could warrant further research into related areas, such as the comparison and effects of music education systems in two different countries and/or its influence on the development of an artist’s identity. Other further interesting research areas might include personality traits and other influencing factors in the formation and evolution of an artistic identity. Music and musicians are organic entities and so is the development of the pathway of a musician’s identity. This process is interesting and indeed crucial to explore deeper and further in the future.

5. Conclusions

Through creation processes, performances, recordings, self-reflection and interviews, I gave gained further insights into my initial question: How can I develop my own artistic identity within an intercultural environment at a Finnish music higher education institution?

Several findings have been made while investigating this question. Firstly, I argue that the idea of what makes a good musician cannot be defined by technical skills alone, even though that could very well be some musicians’ goal. Secondly, this project has revealed a more essential quality for a musician, namely being genuine and true to who they are. Thirdly, with the right educational foundation, environment and support, artists can be free to explore their own relationship to the world and discover what music is to them by making music with their own unique toolsets.

Music has social functions and it could affect how musicians look at the relationship between them and their music making.

Music should be able to remain as free expression. Tolerance and respect for others’ music is the way to allow new things grow. Genre free and art form free is not a challenge to tradition but rather a different approach of interpretation. Tradition should be respected but not be used for creating limitations. An educational environment with freedom of thought can in turn nurture and support the development of artistic identities.

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5. Conclusions