Parents' Perceptions of the Music Profession and Their Realization in Children's Music Education

Abstract

Parents' perceptions of music professions play an important role in determining the direction of children's education and musical development. Music professions continue to encounter social perceptions, particularly concerning social status, economic income, and long-term career sustainability. This study aims to analyze parents' perceptions of music professions and their actualization in music education for children. A descriptive qualitative approach was employed using interdisciplinary perspectives from psychology, education, musicology, and sociology. The participants consisted of three families of students enrolled in the Music Education Study Program at Universitas Negeri Semarang, representing different family backgrounds. Data were collected through observation, semi-structured interviews, and documentation. Data analysis employed an interactive model consisting of data collection, reduction, presentation, and verification, while data trustworthiness was established through source and technique triangulation. The findings indicate that parents generally hold positive perceptions of music professions. These perceptions are constructed through three dimensions: social status, economic income, and long-term livelihood. Music teachers are perceived as having strong social standing due to their educational roles, while performers are perceived as having high income potential but relatively inconsistent earnings. Music professions in business and production are considered to offer long-term prospects, although they require capital, competence, and career development strategies. These perceptions are actualized through three major forms of family music education: parental involvement as educators, selection of music education institutions, and provision of supporting facilities. The findings demonstrate that parental perceptions do not remain merely cognitive constructions but are transformed into educational practices that influence children's musical development and professional orientation.