Monday, May 11, 2009
Inquiry paper abstract
This paper was a study of the effects of instrumental study on students’ musical identities. We have found little discussion of this subject within the music education community. We interviewed four students in the instrumental music program and the instrumental music teacher at East Side High School in Newark, New Jersey. We found that studying an instrument has significant effects on students’ musical identities. Music became more important to the students, they liked a wider range of music, and they demonstrated an ability to analyze and evaluate music on several different levels once they began studying an instrument. Students’ music listening experiences changed from a passive activity into one in which the students actively analyzed and thought about what they heard. Based on our findings, we feel the subject of musical identity is one which deserves further research and discussion within the music education community and the education community as a whole.