A Phenomenological Study of Music Education Majors’ Identity Development in Methods Courses Outside Their Areas of Focus

Abstract

Abstract The purpose of this phenomenological study was to explore music education majors’ identity development within the context of two music education methods courses. Using Bronfenbrenner’s ecological systems theory as a lens, two music teacher educators examined the experiences of vocal music education majors enrolled in an instrumental methods course and instrumental music education majors enrolled in a choral methods course (15 total participants). Data collection included participant interviews, peer teaching self-reflections, field experience journals, and researcher field notes. Data analysis included epoché, phenomenological reduction, imaginative variation, and synthesis. Findings indicated while participants remained invested in initial identities created as early musicians, university contexts helped dimensionalize and expand their self-definition. Every participant articulated a greater appreciation for music education contexts outside of his/her area of focus. Implications for music education majors who perform on multiple instruments and musicians who frequently perform outside of traditional contexts are also discussed.