The Musical Identities of Piano Students: A Phenomenological Case Study

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dc.contributor.advisorBurwell, Catherine
dc.contributor.authorGerelus, Karen
dc.contributor.committeememberGereluk, Dianne
dc.contributor.committeememberGroen, Janet
dc.contributor.committeememberSeidel, Jackie
dc.contributor.committeememberBell, Adam
dc.contributor.committeememberBurland, Karen
dc.contributor.committeememberCreech, Andrea
dc.date2022-11
dc.date.accessioned2022-09-27T15:16:17Z
dc.date.available2022-09-27T15:16:17Z
dc.date.issued2022-09
dc.description.abstractIt might be said that everyone has a musical identity. Whether you casually sing in the shower or seriously study Classical piano, music holds a role in everyone’s daily life. But what does it mean to incorporate the term musician into your identity? How does being a musician hold a place for who you are and how you describe yourself to others? This research investigated the musical identities of adolescent students in private piano lessons, with supporting evidence from their parents and piano teachers. It was formed around two research questions: How do piano students construct their musical identities and understand themselves as musicians? What kinds of experiences contribute to the formation of a salient musical identity? Drawing from a phenomenological approach, semi-structured interviews, photovoice, demographic surveys, and lesson observations brought forward the experiences which shaped students’ identities. Results suggested that the social environment, possible selves, and motivation were important themes in the formation of a musical identity because they provided experiences which shaped how students understood themselves as musicians. Beyond these three main themes, ability, choice, and relationships arose as their own emerging areas of consideration. Implications for teachers, parents, and students are provided, such as gaining a better understanding of student-centered learning to improve students’ experiences with piano lessons and harness more salient musical identities. This study offers an unprecedented use of photovoice methodology in music education research, and is unique in its focus on the musical identities of adolescent piano students. Further, this study offered a concurrent conceptualization of social environment, possible selves, and motivation. It connected the topics of musical identities and student-centered learning, providing new contributions and challenges to traditional piano pedagogy.en_US
dc.identifier.citationGerelus, K. (2022). The musical identities of piano students: a phenomenological case study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115295
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40301
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectmusical identityen_US
dc.subjectpiano studentsen_US
dc.subjectphenomenologyen_US
dc.subjectsocial environmenten_US
dc.subjectmotivationen_US
dc.subjectpossible selvesen_US
dc.subjectstudent-centered learningen_US
dc.subjectrelationshipsen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Musicen_US
dc.titleThe Musical Identities of Piano Students: A Phenomenological Case Studyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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