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

Goopy, Jason

doi:10.1177/03057356221101651

Cited by 3 publications

(3 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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%

See 1 more Smart Citation

The experiential salience of music in identity for singing teachers

Forbes,

Goopy,

Krause

2023

Musicae Scientiae

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Musical Identities In Actionmentioning

confidence: 99%

Section: Recommendations and Conclusionmentioning

confidence: 99%

The experiential salience of music in identity for singing teachers

Forbes,

Goopy,

Krause

2023

Musicae Scientiae

Self Cite

View full text Add to dashboard Cite

show abstract

“…Scholars acknowledge that individuals embody and enact multiple musical identities situated within social and cultural contexts that constantly develop and evolve across the lifespan. Musical identities are a collection of past, present, and projected future and possible musical self-stories (Goopy, 2022). They can be categorized by social and cultural roles (identities in music), and the ways music may form part of other aspects of the self-image (music in identities) (Hargreaves et al, 2002(Hargreaves et al, , 2016Hargreaves & Lamont, 2017).…”

Section: Theoretical Frameworkmentioning

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

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Becoming singular: Musical identity construction and maintenance through the lens of identity process theory

Forbes,

Goopy,

Krause

2024

Psychology of Music

View full text Add to dashboard Cite

This study uses identity process theory to understand the social–psychological processes that motivate individuals to construct an identity in which music, singing, and singing teaching feature prominently. We conducted reflexive thematic analysis of semi-structured interviews with 10 Australian singing teachers (with an average age 60) to understand how they enacted identity principles that motivate identity construction and maintenance. Findings were captured in two themes: (1) ‘It has just been music’: Living a musical life is my destiny; (2) ‘I know my value’: Achieving goals in music and teaching is motivating. Participants’ consistent musical engagement across the lifespan satisfied the identity principles of continuity and positive distinctiveness. The identity principles of self-efficacy and self-esteem were satisfied through the social connections created with peers and through teaching singing; participants derived self-worth from celebrating and contributing to the success of others. Teaching singing was a way to become ‘singular’, that is, distinctive, and distinctively valued by the self and others. This article provides an example of how identity process theory can be applied in musical identities research to uncover new insights into the psychological processes of identity construction, with implications for understanding identity resilience and musical engagement across the lifespan.

show abstract

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

Cited by 3 publications

References 52 publications

The experiential salience of music in identity for singing teachers

The experiential salience of music in identity for singing teachers

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

Becoming singular: Musical identity construction and maintenance through the lens of identity process theory

Contact Info

Product

Resources

About