Musical Identity

2020 ◽  
pp. 20-57
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
Identity Development ◽  
Identity Construction ◽  
Dynamic Process ◽  
Family Members ◽  
Music Educators ◽  
Developmental Period ◽  
Community Music ◽  
Musical Identity ◽  
Private Lesson ◽  
Identity Based

Chapter 2 proposes a theory of adolescent musical identity based on the experiences of 30 American adolescents, ages 12-18. Musical identity is organized in four developmental periods: (1) active construction, (2) emerging, (3) developing, and (4) focusing. Each developmental period is described in detail with subcategories. Important others who contribute to musical identity include parents and family members, peers, music educators, private lesson instructors, and community music facilitators. The chapter highlights the central experience of musical identity development as feeling musical, a pivotal moment where adolescents described making music for themselves. At the end of the chapter, a visual figure situates musical identity as a dynamic process traveling from externalized to internalized identity construction.

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

Community Service Learning with First Peoples

2018 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Dawn Bennett ◽  
Anne Power ◽  
Naomi Sunderland
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Music Educators ◽  
Learning Opportunities ◽  
Community Music ◽  
Culturally Appropriate ◽  
Community Service Learning ◽  
Intercultural Learning ◽  
Music Making ◽  
First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

Travelling inner landscapes: a longitudinal study on transcultural identity development

2015 ◽  
Vol 34 (4) ◽  
pp. 272-292 ◽  
Author(s):  
Claude-Hélène Mayer
Keyword(s):  
Longitudinal Study ◽  
Identity Development ◽  
Identity Construction ◽  
Urban Space ◽  
Cape Town ◽  
Depth Information ◽  
Single Individual ◽  
Single Male ◽  
Content Type ◽  
Practical Implications

Purpose – The purpose of this paper is to demonstrate insights into the identity construction and development of a selected single male individual in Cape Town, South Africa. It aims at increasing the in-depth understanding of the complexities of identity construction in a transcultural setting and provides emic perspectives on a micro-individual level over a period of ten years. Design/methodology/approach – This research study is based on the post-modernist premise by considering phenomenological and interpretative paradigms most relevant. It is a longitudinal study, conducted with a single individual over a period of ten years by using various research methods as well as triangulation of methods, theories and data. Data were analysed through content analysis. Findings – This research provides in-depth information on the struggle of a single person to construct and re-construct his identity and find answers to the question “Who am I?” in the multifaceted and hypercomplex transcultural environment of Cape Town. It shows the attempts to developing a coherent multiple identity over a period of ten years, reconstructing the past, creating the present and envisioning the future. Practical implications – This research has practical implications for practitioners working with identity (development) in transcultural settings. It provides important in-depth information on “nomadic identities” for coaching, counselling or therapies in transcultural settings. Originality/value – This paper provides new and original insights into long-term identity development of an individual in a transcultural urban space.

Trans Voices Speak: Suggestions from Trans Educators about Working with Trans Students

2021 ◽  
Vol 108 (1) ◽  
pp. 50-56
Author(s):  
Christopher Cayari ◽  
Felix A. Graham ◽  
Emma Joy Jampole ◽  
Jared O’Leary
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Music Educators ◽  
Gender Nonconforming ◽  
The Past ◽  
Music Making ◽  
Trans People ◽  
The Social ◽  
And Gender ◽  
Music Classrooms

The social climate in the past decade has seen a rise in visibility of trans students in music classrooms and ensembles, leading to a need for scholarship on how to serve this growing population. Literature is being published to address this topic; however, the lack of scholarship by trans educators might lead many music educators to conclusions and practices that can be, at the very least, discouraging to some trans students and may disrupt their learning experiences. This article was written by four educators who identify as part of the trans community (a genderfluid and gender-nonconforming individual, a trans man, a trans woman, and a gender-nonbinary person) to fill this gap in the literature by illuminating some of the pitfalls inherent in the lack of discussion on (and by) trans people in music education. In addition, this article provides five actionable suggestions for working with trans students: (1) Learn about the trans community, (2) inspect your language and biases, (3) represent the diversity of trans people in your teaching, (4) promote healthy music-making and identity development, and (5) model allyship.

Comparative Associations Between Achieved Bicultural Identity, Achieved Ego Identity, and Achieved Religious Identity and Adaptation Among Australian Adolescent Muslims

2017 ◽  
Vol 121 (2) ◽  
pp. 324-343 ◽  
Author(s):  
Hisham M. Abu-Rayya ◽  
Maram H. Abu-Rayya ◽  
Fiona A. White ◽  
Richard Walker
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Religious Identity ◽  
Cultural Adaptation ◽  
Psychological Adaptation ◽  
Ego Identity ◽  
Self Report ◽  
Bicultural Identity ◽  
Muslim Students ◽  
Identity Based

This study examined the comparative roles of biculturalism, ego identity, and religious identity in the adaptation of Australian adolescent Muslims. A total of 504 high school Muslim students studying at high schools in metropolitan Sydney and Melbourne, Australia, took part in this study which required them to complete a self-report questionnaire. Analyses indicated that adolescent Muslims’ achieved religious identity seems to play a more important role in shaping their psychological and socio-cultural adaptation compared to adolescents’ achieved bicultural identity. Adolescents’ achieved ego identity tended also to play a greater role in their psychological and socio-cultural adaptation than achieved bicultural identity. The relationships between the three identities and negative indicators of psychological adaptation were consistently indifferent. Based on these findings, we propose that the three identity-based forces—bicultural identity development, religious identity attainment, and ego identity formation—be amalgamated into one framework in order for researchers to more accurately examine the adaptation of Australian adolescent Muslims.

scholarly journals FORMAL SCHOOLING AND THE PROCESS OF IDENTITY CONSTRUCTION: EXPERIENCES OF MALAYSIAN YOUTHS IN ‘BAD’ SCHOOLS

2020 ◽  
Vol 2 (4) ◽  
pp. 78-89
Author(s):  
Dianna Suzieanna Mohamad Shah ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
Identity Development ◽  
Identity Construction ◽  
Undergraduate Students ◽  
Sense Of Self ◽  
Formal Schooling ◽  
Research Participants ◽  
Construction Of Identity ◽  
Human Lifespan ◽  
Teenagers And Young Adults ◽  
Self Discovery

In human lifespan development, identity construction is central within social and personal experiences, even more so for teenagers and young adults (youths) who are looking for their sense of self and own identity. The construction of identity involves the growth of a whole person and the development of a stable sense of self. At the same time, the process of identity construction causes some youths to become self-conscious about how others perceive them; this usually results in repeated self-discovery and identity experiment cycles. Their identities are thus constructed and reconstructed as they try out different role types in different settings, such as in schools. The focus of this research paper is to examine the experience of formal schooling and how it relates to the identity process of Malaysian youths. Employing qualitative face-to-face interviews, data were collected from six research participants from a private university in Selangor, Malaysia who were purposively selected for this empirical research. Three criteria for participant selection were used: That they have been in rural schools for most of their lives, the schools adopt a very didactic focus, and the schools have a limited number of highly trained and motivated teachers; in other words, they have experienced being in ‘bad’ schools. The research participants were selected from two different academic programs: Three undergraduate students from Bachelor in Teaching English as a Second Language (TESL) and another three from the Bachelor in Law program. Two research questions were posed. First, where does the experience of formal schooling figure in the identity construction of these youths? And second, what roles do the formal experience of schooling play in the lifespan identity development of these youths? Although not generalisable to all youths in Malaysia, the experiences of the participants contribute to advancing our knowledge of identity construction through the process of formal schooling.

scholarly journals Teaching Under Pressure

2014 ◽  
Author(s):  
Laurie Sklar
Keyword(s):  
Public School ◽  
Music Education ◽  
Rhode Island ◽  
Instrumental Music ◽  
Music Educators ◽  
National Standards ◽  
Comparative Case Study ◽  
Community Music ◽  
School Site ◽  
Music School

<p>The purpose of this comparative case study was to investigate, explore, and describe the methods and practices of secondary instrumental music education in a public school setting. Two sites, a Rhode Island public school and a Rhode Island community music school, were chosen for observation. Two major ensembles, a jazz band and a concert band, were observed at each site on four different occasions. Observations were organized by the National Standards of Music Education, although the study did not focus on whether or not the programs “met” the standards. Data was also placed into the category of non-musical factors. Observations and analysis found that the non-musical factors, and themes that emerged from those factors, were the largest noticeable difference between the two sites. These factors also contributed to the disparity in the two sites abilities to address the standards. Non-musical factors such as scheduling and interruptions were the major issues facing the public school site, including split rehearsal times between ensembles and missed rehearsals due to assemblies. Both sites had significant gaps in their addressing of the standards, although the community music school met more of the standards. This may just be a result of the increase in time spent in rehearsal. This research opens the questions of whether or not the constraints facing public school music educators are hindering their ability to fully educate their students. Research can also be performed to gauge the perceptions that secondary instrumental music educators have on the standards.</p>

Playing Music and Identity Development in Middle Adulthood

2017 ◽  
Author(s):  
Kevin Rathunde ◽  
Russell Isabella
Keyword(s):  
Identity Development ◽  
Successful Aging ◽  
Leisure Activities ◽  
Developmental Period ◽  
The Self ◽  
Main Theme ◽  
Positive Outcomes ◽  
Middle Adulthood ◽  
Music Making ◽  
Opportune Time

Middle adulthood is a complex developmental period that can involve heavy responsibilities. However, it can also be an opportune time to reflect on priorities that have emotional salience; explore novel ways to individuate and attend to neglected aspects of the self; and forges social integration that enhances a sense of meaning and purpose. This chapter explores how playing music can enter this midlife space and facilitate these positive outcomes. It does so by combining a conceptual framework on identity development with an autoethnographic narrative emerging from the first author’s recreational music making. The narrative adds experiential detail and first-hand description to the theoretical ideas presented about identity growth. A main theme in the chapter is that intrinsically motivated leisure activities like playing music can facilitate successful aging by helping a person create a more tailor-made identity that better suits their unique interests and circumstances.

The Identity Construction Through Music Notation of The Indigenous Style of Gitar Tunggal Lampung Pesisir

2022 ◽  
Vol 21 (2) ◽  
pp. 303-317
Author(s):  
Riyan Hidayatullah ◽  
Muhammad Jazuli ◽  
Muhammad Ibnan Syarif
Keyword(s):  
Identity Construction ◽  
Pattern Matching ◽  
Case Study Research ◽  
Document Analysis ◽  
Music Notation ◽  
Musical Identity ◽  
Musical Notation ◽  
Audio Recordings ◽  
Matching Techniques

This study aims to reveal the meaning of music notation writing of gitar tunggal Lampung Pesisir written by Imam Rozali. Imam is a gitar tunggal player who wrote his technique and playing style in notation symbols. This article uses a case study research design with pattern matching techniques (Yin, 2018). Data were collected through observation, interviews, document analysis, and audio recordings.  A series of tests were carried out on the notation and other supporting information to improve the validity of the data.  Laboratory analysis was carried out to describe signs, interpret symbols, and compare Western musical notation. As a result, (1) the music notation written by Imam Rozali is a musical expression used as a medium for remembering; (2) the writing of Imam Rozali’s musical notation constructs his musical identity as a Gitar tunggal Lampung Pesisir player; (3) Imam Rozali’s music notation symbolizes an indigenous style which has its concept of gitar tunggal music; (4) Imam Rozali tries to add value to his musical identity among gitar tunggal players because the notation is a symbol of intellectuality.

Literacy and Identity Development of Indigenous Rukai Children

2021 ◽  
pp. 1086296X2110304
Author(s):  
Ching-Ting Hsin ◽  
Chih Ying Yu
Keyword(s):  
Identity Development ◽  
Indigenous Knowledge ◽  
Identity Construction ◽  
Literacy Practices ◽  
Multiple Literacies ◽  
Multiple Forms ◽  
Religious Activities ◽  
Indigenous Foods ◽  
Hybrid Literacy ◽  
The Village

This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed Rukai knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts (e.g., observing farming and hunting). The literacy and identity of the two city children may be undermined due to limited access to Rukai resources, stemming from racism, classism, and linguicism.

Sign in / Sign up

Export Citation Format

Share Document