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|Title:||Musical Choices in Year 9 Music: An Instrumental Case Study of Student Choice and Identity|
|Presented at:||University of Leicester|
|Abstract:||The research conducted through a longitudinal instrumental case study assessed how students in Year 9 (13-14 years) on a student-centred music programme shaped and formed their identity through making musical choices. The sample cohort consisted of seventy-eight students, split into four music classes. Using a multiple methods approach, data was collected using pen portraits, presentations, questionnaires, interviews and statistical data such as attitude learning profiles and levels of attainment. Key themes emerged from the thematic analysis. These included Year 9 students becoming more aware of their musical culture through listening choices, performance and musical experiences. Gender seemed to impact on these and they related to future musical and educational pathways. In conclusion, my research suggests that Year 9 students make constructive, informed musical choices by understanding their musical identity. By creating a musical community of practice, teachers can empower students in their choice selection through the concept of the democratic music classroom and encouraging the development of a lifelong musical journey.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Leicester Theses|
Theses, School of Education
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