ABSTRACT

This study examined Finnish first-and second-year music education major students and primary education students who participate 25-credits minor subject studies in music, childhood and adolescent musical experiences and musical paths. The participants (N = 30) were asked to write an essay on the topic ‘Music and Me’. Using holistic content analysis, five different composite stories were formed, each representing a different developmental path to a specific musical identity type: pop/jazz musician, ensemble musician, classical musician, leisure musician and music listener. Using self-determination theory (Deci and Ryan 2000) and a combined framework of personal and social identity development (Albarello, Crocetti, and Rubini 2018), it is proposed that versatility of instruction, consideration of basic psychological needs and fostering peer interaction are crucial to adolescent identity development, different musical identity types and pursuit of a musical career. Extended music programmes had a positive impact on participants’ identity development.

摘要

本研究考察了芬兰一年级和二年级音乐教育专业学生和小学教育学生，他们参加了 25 学分的音乐、儿童和青少年音乐体验和音乐路径方面的辅修科目研究。参与者（N = 30) 被要求写一篇关于“音乐和我”的文章。通过整体内容分析，形成了五个不同的复合故事，每个故事代表了特定音乐身份类型的不同发展路径：流行/爵士音乐家、合奏音乐家、古典音乐家、休闲音乐家和音乐听众。使用自我决定理论（Deci 和 Ryan 2000）以及个人和社会认同发展的组合框架（Albarello、Crocetti 和 Rubini 2018），提出教学的多功能性、考虑基本心理需求和促进同伴互动至关重要青少年身份的发展、不同的音乐身份类型和对音乐事业的追求。扩展的音乐节目对参与者的身份发展产生了积极影响。