The Dilemma of Empty Halls

Authors

Joanna Lauer, Cedarville University, CedarvilleFollow

Publication Date

10-24-2023

Document Type

Article

Keywords

music, future, attendance, modern, generation z, program notes, relationship, live performance, art, marketing, audience, concert, classical, education, musicality, technicality

Abstract

Today, live classical concert attendance is low, a fact which threatens the careers of professional musicians. This paper examines recent statistics of classical concert attendance, theories as to why attendance rates are low, marketing methods for target audiences, and finally, recommendations to solve the dilemma of empty concert halls. To encourage concert attendance, classical music must be tastefully marketed to present-day audiences through the experience of technically excellent, musical, and interesting live performances. Ultimately, the relationship between art and its audience (the consumer) reveals that the key to the dilemma is the audience.

Volume

14

Issue

2

Article Number

1

First Page

53

Last Page

66

DOI

10.15385/jmo.2023.14.2.1

Recommended Citation

Lauer, Joanna (2023) "The Dilemma of Empty Halls," Musical Offerings: Vol. 14: No. 2, Article 1.
DOI: 10.15385/jmo.2023.14.2.1
Available at: https://digitalcommons.cedarville.edu/musicalofferings/vol14/iss2/1

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Disclaimer

DigitalCommons@Cedarville provides a publication platform for fully open access journals, which means that all articles are available on the Internet to all users immediately upon publication. However, the opinions and sentiments expressed by the authors of articles published in our journals do not necessarily indicate the endorsement or reflect the views of DigitalCommons@Cedarville, the Centennial Library, or Cedarville University and its employees. The authors are solely responsible for the content of their work. Please address questions to dc@cedarville.edu.