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ERIC Number: EJ898045
Record Type: Journal
Publication Date: 2010-Sep
Pages: 12
Abstractor: ERIC
ISSN: ISSN-1545-4517
Interruptions Reshaped into Transitions: Personal Reflections on the Identity Challenges of Moving to Music Education
Ryan, Gina
Action, Criticism, and Theory for Music Education, v9 n2 p48-59 Sep 2010
This article examines the process by which the author came to accept music education as something that she does, enjoys, and respects. The primary data used for this inquiry were brief autobiographical narratives outlining two time periods of the author's life. The first described her musical experiences in public school and as a performance major both at the undergraduate and graduate levels, which happened before the "interruption" that was her decision to pursue a degree in music education. The second described the following four and a half year period in which her relationship with music education transitioned across several shapes. The author refers to the word "identity" as how she sees herself, although throughout the article "identity" often reflects multiple identities, or ways in which she sees herself, at times attempting to integrate with each other, at times as an undivided whole. (Contains 10 notes.)
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:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A