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

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Title: Children's Identity Work in Daily Singing-Based Music Classes: A Case Study of an Australian Boys' School
Language: English
Authors: Goopy, Jason (ORCID 0000-0001-8766-1458)
Source: Research Studies in Music Education. Oct 2022 44(3):570-588.
Availability: 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
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Males, Single Sex Schools, Music Education, Self Concept, Student Attitudes, Music, Foreign Countries, Elementary School Students, Musical Instruments, Educational Games, Writing (Composition), Models, Freehand Drawing, Case Studies
Geographic Terms: Australia
DOI: 10.1177/1321103X221109482
ISSN: 1321-103X
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351060
Database: ERIC
FullText Text:
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  Data: Children's Identity Work in Daily Singing-Based Music Classes: A Case Study of an Australian Boys' School
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  Data: <searchLink fieldCode="AR" term="%22Goopy%2C+Jason%22">Goopy, Jason</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8766-1458">0000-0001-8766-1458</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+Studies+in+Music+Education%22"><i>Research Studies in Music Education</i></searchLink>. Oct 2022 44(3):570-588.
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  Data: 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
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  Data: Y
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Single+Sex+Schools%22">Single Sex Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Music%22">Music</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Musical+Instruments%22">Musical Instruments</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Freehand+Drawing%22">Freehand Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/1321103X221109482
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  Data: 1321-103X
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  Label: Abstract
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  Data: 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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      – SubjectFull: Elementary School Students
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      – SubjectFull: Musical Instruments
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      – SubjectFull: Australia
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