Constructions of Musical Ability: Discursive Evidence from High School Instrumental Music Students.

Saved in:

Bibliographic Details
Title:	Constructions of Musical Ability: Discursive Evidence from High School Instrumental Music Students.
Authors:	Harry, Adam¹
Source:	Action, Criticism & Theory for Music Education. Feb2026, Vol. 25 Issue 2, p24-54. 31p.
Subject Terms:	Musical ability, Discourse analysis, Disability studies, High school students, *Music education, Social constructivism, Instrumental music
Abstract:	Music education research has consistently demonstrated that students' beliefs about musical ability impact their motivation, self-concepts, and involvement in music education. Few researchers have used social constructivist perspectives to analyze ways that discourses about musical ability inform students' beliefs, relationships, and behaviors. In this discourse analysis, I use a critical disability studies lens to critically analyze discourses about musical ability used by twelve high school instrumental music students in a series of two semi-structured interviews. The participants evoked discourses about technical mastery, communication, movement, talent, effort, dedication, and passion to construct musical ability, produce types of musicians, and develop a social hierarchy. These discourses were grounded in neoliberal values and able-bodied norms, and infused notions of musical ability with moral dimension and social power. These discourses informed classroom participation, managed teacher and peer relationships, impacted students' sense of belonging, and constrained possibilities for inclusivity in music classrooms. [ABSTRACT FROM AUTHOR]
	Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Music education research has consistently demonstrated that students' beliefs about musical ability impact their motivation, self-concepts, and involvement in music education. Few researchers have used social constructivist perspectives to analyze ways that discourses about musical ability inform students' beliefs, relationships, and behaviors. In this discourse analysis, I use a critical disability studies lens to critically analyze discourses about musical ability used by twelve high school instrumental music students in a series of two semi-structured interviews. The participants evoked discourses about technical mastery, communication, movement, talent, effort, dedication, and passion to construct musical ability, produce types of musicians, and develop a social hierarchy. These discourses were grounded in neoliberal values and able-bodied norms, and infused notions of musical ability with moral dimension and social power. These discourses informed classroom participation, managed teacher and peer relationships, impacted students' sense of belonging, and constrained possibilities for inclusivity in music classrooms. [ABSTRACT FROM AUTHOR]
ISSN:	15454517
DOI:	10.22176/act25.2.24