Formation of musical identity through the teacher's perspective.

Autor/inn/en	šimunovič, Natalija; Habe, Katarina
Titel	Formation of musical identity through the teacher's perspective.
Quelle	Aus: Malmberg, Isolde (Hrsg.); Petrović, Milena (Hrsg.): Music & meaning. Rum / Innsbruck: HELBLING (2024) S. 227-246 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	European perspectives on music education. 12
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7113-0530-5
DOI	10.25656/01:32982
URN	urn:nbn:de:0111-pedocs-329821
Schlagwörter	Identität; Selbstverständnis; Musik; Lehrer; Grundschule; Musikinstrument; Singen (Mus); Musikschule; Wahrnehmung; Unterrichtsmethode; Interview; Datenanalyse; Empirische Untersuchung; Slowenien
Abstract	The two authors discuss the dynamics of musical self-concepts that affect musical learning, and, consequently, the creation of musical identity. Semi-structured interviews for the active instrument/singing teachers (n = 10) gathered information on their perception of musical selves. Results show that the choice of musical instrument, practising musical roles, the development of musical selves, and the role of instrument/singing teachers as co-creators of musical self-concepts, all have a great influence on musical self-concepts and musical identity formation. Also, adjustments to music teaching that meets students' self-concepts, reflections of teacher's musical identity on teaching style and, finally, modifications to teachers' identity concepts in maturity, come together to produce teachers' and students' musical self-concepts interaction. This article is part of the anthology European Perspectives on Music Education, Volume 12, titled Music & Meaning, in which an international group of authors explores how music acquires meaning. (DIPF/Verlag)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main