Analyzing Student Discourses of Musical Ability: Implications for Self-Concepts, Participation, and Engagement

• In Event: Marriott Roundtable Session 76
  In Roundtable Session: Music Teachers and Music Students: Experiences and Beliefs

Abstract

Research in educational psychology and music education demonstrates a link between students’ perceptions of ability and their motivation and persistence in music classes. Previous studies are limited by methods that obscure the complexity of students’ beliefs about musical ability and talent. This study critically analyzes how instrumental music students discursively construct the concept musical ability and talent and the ways they use these concepts to locate themselves as musical subjects. Findings suggest that students emphasize confidence and the communication of emotion and extra-musical messages to define and assess musical ability. Students use concepts like dedication, passion, commitment, and career orientation to construct types of music students, locate themselves as musical subjects, and make decisions about their musical participation and engagement.

Author

• Adam G Harry, The University of Iowa