The purpose of this ethnographic case study was to explore the musical ability beliefs and musical self-concepts among eight fourth-grade students whose music teacher believed in universal human musicality—the idea that all human beings have the potential to be musical and can become competent music makers. Data collection lasted 12 weeks and included twice-weekly observations of the students’ music class, numerous one-on-one interviews, and student journal entries. Findings included three themes: (a) conflicting beliefs about the root of musical ability (effort/practice or innate talent), (b) the fluidity and malleability of students’ musical self-concepts, and (c) a perception that musicmaking in the real world is only for performers. Implications include the need for music educators to actively confront the “talent myth” with their students, to be aware of the potential effects of overt comparison and judgment on students’ musical self-concepts, and to provide a learning environment in which mistakes are embraced and music-making is seen as possible and valuable for all.

中文翻译：

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美国四年级学生音乐能力信念与自我概念调查

这个民族志案例研究的目的是探索八名四年级学生的音乐能力信念和音乐自我概念，他们的音乐老师相信普遍的人类音乐性——所有人都有音乐潜力，可以成为有能力的人。音乐制作人。数据收集持续了 12 周，包括每周两次对学生音乐课的观察、大量的一对一采访和学生日记。调查结果包括三个主题：（a）关于音乐能力（努力/练习或天赋）根源的相互矛盾的信念，(b) 学生音乐自我概念的流动性和可塑性，以及 (c) 音乐创作在现实世界只属于表演者。其含义包括音乐教育者需要与学生积极面对“人才神话”，