The Relationship Between Large Ensemble Participation and the Social Identity of High-PerformingSecondary Band, Orchestra, and Choir Students

[摘要] The purpose of this study was to examine how high-performing secondary school students perceive their school music ensemble participation in relationship to their social identity. Research questions included the following: (1) How do participants rate their primary large ensemble membership in relationship to their self-concept?; (1a) How do selected variables: type of ensemble (i.e. band, orchestra, choir), age, time dedicated per week, and leadership positions, collectively and individually predict the importance of participants’ primary large ensemble membership to their self-concept? (2) How do participants rate their personal judgments of how valuable their primary large ensemble membership is compared to their perception of how others view their ensemble membership? (3) How do participants’ scores on the Social and Personal Identities Scale compare with previous research findings involving individuals engaged in the arts?To address the research questions, adolescent band, orchestra, and choir musicians (N = 126, 86.3% response rate) participating in a summer performing arts camp completed a paper and pencil survey about their high school music ensemble experiences. The survey included general and music demographic questions as well as a modified version of the Collective Self-Esteem Scale (CSE) and the Social and Personal Identities Scale (SIPI) as a means of measuring social identity and the salience of their group memberships. In general, participants self-identified as active members of their high school music program, with 66.6% holding some level of leadership position, and participants reported devoting an average of eight hours per week to their primary ensemble. Most respondents reported taking private music lessons, participating in additional music ensembles, and holding memberships in other non-music groups at the same time.Results of this study include: (a) participants who reported holding a major, or significant, leadership position indicated that their primary large ensemble membership had a greater importance to their self-concept, (b) respondents’ perceptions of how others evaluate their large ensemble was strongly related to their personal judgments of how favorable their large ensemble was, and (c) participants in this study indicated a lower desire for uniqueness and independence within their social groups and, consequently, were more likely to emphasize conformity in their social groups when compared to previous research findings. Implications for music education practice include recommendations that music teachers: (a) aim to situate their ensemble in a socially favorable position, (b) strive to maximize leadership opportunities without diluting the value of these positions, and (c) consider how to create a greater sense of unity and inclusiveness within their ensembles. Additionally, pre-service music teachers would likely benefit from a deeper understanding of theories related to social identity and how they can be applied to their future environments. Suggestions for future research and a possible extension of theories related to identity and music participation are discussed.

[发布机构] University of Michigan

[效力级别] Social Identity

[关键词] Music Education;Social Identity;Large Ensemble;Band;Orchestra;Choir;Education;Sociology;Social Sciences;Music: Music Education