ERIC Number: EJ1016371
Record Type: Journal
Publication Date: 2013-Sep
Reference Count: 37
The Music Identity Project
Talbot, Brent C.
Action, Criticism, and Theory for Music Education, v12 n2 p60-74 Sep 2013
This article addresses the intrapersonal aims of music education with specific emphasis on musical identity. For the author, the question "Who am I?" is ingrained, shaped, and experienced by the contexts, relationships, and activities in which people are most deeply invested. Thus, he believes that music education should have mechanisms and activities in place that can: explore the intersecting identities found in sites for music learning; consider and expand upon on students and teachers individual and collective experiences; and encourage students to challenge stereotypes of musical and personal differences and similarities. The author reports on his classroom investigations of preservice teachers' musical identities, as well as the mechanisms and activities that enabled him to garner deeper understandings of students at the secondary and collegiate levels. The author states that knowing, embracing, and sharing in students' musical identities helps foster an environment where knowledge is co-constructed and shared, and active dialogue and inquiry are encouraged.
Descriptors: Self Concept, Music, Music Education, College Students, Secondary School Students, Preservice Teachers, Student Attitudes, Individual Differences, Personal Narratives
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A