Issues of Identity in Music Education by Campbell Mark Robin. Thompson Linda K

Author:Campbell, Mark Robin.,Thompson, Linda K.
Language: eng
Format: epub
Publisher: Information Age Publishing
Published: 2012-01-02T00:00:00+00:00

Developing Music in Identity

Maureen’s identity as a composer extended beyond her individual writing processes and products. She expressed the importance of being a part of a community of professional composers with her peers engaged in composition study. She was aware of how people both inside and outside of the music community view and stereotype composers and artists. Consequently, Maureen’s identity was shaped by the way she positioned herself within the composition community that surrounded her. MacDonald et al. (2002) define this type of identity association as music in identities (MII). Maureen was aware of the stigmas and stereotypes, from musicians and non-musicians, that surround the label of composer. For Maureen, her peers and mentors provided a support system for negotiating the social and musical difficulties associated with majoring in composition. In summary, music composition provided both a vehicle for self-representation (IIM), and a means for aligning herself with a socialized group identity (MII).

Maureen actively constructed and reconstructed her individualized compositional identity (voice, artistic vision, purpose) in tandem with the way she viewed or positioned herself within the composition community as a whole (label of compositional style or school, validation, competition). Consequently, Maureen’s compositional identity is a complex interplay between the way she views herself as an artist and the way she positions herself within society as a whole.

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