Adolescent boys' music beliefs, values, and identity work in a single-sex independent school

Goopy, Jason

doi:10.14264/uql.2020.193

Cited by 4 publications

(5 citation statements)

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“…This article draws from a larger research study (Goopy , 2020) that investigated boys' music values, uses, and identity work in a single-sex independent school. Adopting a social constructivist paradigm (Creswell, 2013), the study co-constructed perspectives on the phenomenon through the intersecting worlds of the participants and my role as teacher-researcher.…”

Section: Methodsmentioning

confidence: 99%

“…Although no student self-identified as a "musician," music was clearly a significant component of their identity work (Hallam, 2017), and they were able to articulate elaborate future musical identities they aspire to hold. This study starts to fill the gap in research on children's identity work between early childhood (Barrett, 2011) and adolescence (Goopy, 2020) and augments the field of musical identity work.…”

Section: Music As a Process And Resource For Children's Identity Workmentioning

confidence: 99%

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Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school

Goopy

2022

Research Studies in Music Education

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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.

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Section: Methodsmentioning

confidence: 99%

Section: Music As a Process And Resource For Children's Identity Workmentioning

confidence: 99%

Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school

Goopy

2022

Research Studies in Music Education

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“…The data discussed in this article are drawn from my doctoral thesis (Goopy, 2020) that investigated adolescent boys’ music values, uses, and identity work in a single-sex independent school. This qualitative study adopted a social constructivist view (Creswell, 2013) and sought to “understand the world from the perspectives of those living in it” (Hatch, 2002, p. 7).…”

Section: Methodsmentioning

confidence: 99%

Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values

Goopy

2022

Psychology of Music

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Adolescents require meaningful and achievable musical possible selves to imagine a future that includes music. Previous research has investigated how to support tertiary music students in their career identity development; however, adolescents make consequential decisions regarding future music study and career intentions in secondary school. This article reports on the intersections and conflicts between adolescent boys’ musical possible selves, university study intentions, and parent values. Research was conducted at an Australian independent K-12 boys’ school using one-on-one semi-structured interviews incorporating a “draw and tell” artifact elicitation technique with Year 12 students and their parents. Two resonating narratives of adolescent boys studying class music are presented as a means of examining their developing musical identities. Findings reveal the vulnerability of students’ musical possible selves at the end of secondary school as they re-evaluate the role of music in their lives. The mothers of these two students did not highly value music university study and careers and actively intervened to disrupt their sons’ developing musical possible selves. This article proposes the development of specialized school music pathway education, enabling adolescents and parents to make more informed decisions on prospective university music study, careers, and the role of music in their futures.

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“…The theoretical concepts of identities in music and music in identities are helpful for unpacking the multifaceted ways in which music enacts a sense of self identity (MacDonald & Saarikallio, 2022). There is a dynamic relationship between identities in music and music in identities (Goopy, 2020(Goopy, , 2022(Goopy, , 2023MacDonald et al, 2002;MacDonald & Saarikallio, 2022). It is acknowledged that music in identity interacts with other components of the self-concept (Goopy, 2022;Hargreaves & Lamont, 2017) and aspects of our personality (MacDonald & Saarikallio, 2022).…”

Section: Musical Identities In Actionmentioning

confidence: 99%

“…This raises important questions regarding one of the stated goals of music education, that is, to promote positive musical identities (Elliot & Silverman, 2017;Hargreaves et al, 2018;MacDonald & Saarikallio, 2022). The ways in which these identities can be developed to encourage life-long engagement in music have been reported in the literature (e.g., Goopy, 2020Goopy, , 2022Krause et al, 2020;Lamont, 2011Lamont, , 2017Welch, 2017;Welch, Himonides, et al, 2010); recent research suggests that these identities do not always encourage beneficial engagement, however (e.g., Goopy, 2023). The findings of the present study suggest that identity risks and costs are associated with a high salience of music in identity.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

The experiential salience of music in identity for singing teachers

Forbes,

Goopy,

Krause

2023

Musicae Scientiae

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Professional musicians with strong identities in music may also have a high degree of music in their identities. Accordingly, a rigid identification with work may be problematic for musicians, particularly when forces beyond their control change their work circumstances. In this study, we conducted semi-structured interviews with 10 singing teachers, representing a subset of professional musicians, and used interpretative phenomenological analysis (IPA) to explore the ways in which they enacted music in their identities. The framework of musical identities in action was used to interpret the findings, revealing the dynamic, embodied, and situated complexity of music in participants’ identities. Music had existential salience in the accounts of nine participants. Its salience resulted from the dynamic and situated presence of music across the lifespan, the literal embodiment of the singing voice, and the metaphorical embodiment of the presence of music in participants’ experiences. While a strong sense of music in people’s identities can promote lifelong engagement with music, if the emphasis on music is existential, the identity of a professional musician may be at risk when they are faced with an external threat to their livelihood. This is important knowledge for music educators and professional musicians’ career thinking.

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Adolescent boys' music beliefs, values, and identity work in a single-sex independent school

Cited by 4 publications

References 0 publications

Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school

Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school

Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values

The experiential salience of music in identity for singing teachers

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