Children's Identity Work in Daily Singing-Based Music Classes: A Case Study of an Australian Boys' School

Autor/in	Goopy, Jason
Titel	Children's Identity Work in Daily Singing-Based Music Classes: A Case Study of an Australian Boys' School
Quelle	In: Research Studies in Music Education, 44 (2022) 3, S.570-588 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goopy, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X221109482
Schlagwörter	Males; Single Sex Schools; Music Education; Self Concept; Student Attitudes; Foreign Countries; Elementary School Students; Musical Instruments; Educational Games; Writing (Composition); Models; Freehand Drawing; Case Studies; Australia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Musikerziehung; Selbstkonzept; Schülerverhalten; Ausland; Musikinstrument; Educational game; Lernspiel; Schreibübung; Analogiemodell; Drawing; Zeichnen; Case study; Fallstudie; Case Study; Australien
Abstract	Music can be a powerful activity and resource in a child's ongoing identity construction. Rather than something that people have, musical identities are understood to be something people enact and continually work on. The correlation between musical identities and developing music skills raises serious questions regarding the possibilities and responsibilities for school music education and music teachers to positively contribute to children's emerging identities. This study investigates how daily singing-based music classes at an Australian boys' school shape and support children's identity work. Research was conducted using one-on-one semistructured interviews incorporating a "draw and tell" artifact elicitation technique with seven students in Year 3. All students were engaged in their fourth year of Kodály-inspired music education as part of the school curriculum. Findings indicate that singing, singing games, playing the recorder, writing activities, musician models, and thinking musically positively contributed to boys' identity work. These daily school music practices provided a resource for their identity work; fostered a high value for learning in, about, and through music; developed musical proficiency; ignited interest in learning musical instruments; and facilitated the entanglement of children's musical worlds. Boys' future identity work was supported by assisting the construction of musical possible selves and encouraging the continuation of music learning. This case study exemplifies music as a process and resource for children's ongoing identity construction, the contributions of school music education to identity development, and the potential of singing-based music education to positively shape and support children's musical identity work. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01