Abstract
This study examined the musical lives of 86 high ability non-music students in their first semester of study at an American university. The primary data collection occurred over 3 months as participants completed an individualized performance project outside of class. Results indicate that participants drew heavily on their past musical experiences in order to complete the project. They sought support from new peers, created personalized strategies, and harnessed their self-identity as achievers to become ultimately successful. Participants articulated their desire to seek approval from friends and family members as a way to resolve past experiences. For many, the project served to re-engage them with experiences of music-making, and present possibilities for future involvement. The results prompt a discussion of whether lifelong musical participation may depend on a different type of musical identity development than traditionally offered in schools.
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