The Formation of Musical Identity

Abstract

One of the most important cultural changes in the 20th century was the rise of identity as a fundamental value. Therefore, it is also important to know how musicians identify themselves in music. The purpose of the study was to ascertain how students training as music teachers (school music pedagogy and interpretation pedagogy) at Estonian Academy of Music and Theatre (EAMT) determine their musical identity and to compare relevant components. How do musical aptitude, home and school environments and personality influence the formation of musical identity? Is the musical aptitude of music and interpretation pedagogy students similar or different? The research was carried out using mixed methods. The data were collected in different ways by using the questionnaire of musical background, the scale of musical identity, Gordon’s test of musical aptitude and personality test Short Five. The research sample consisted of 20 MA students of EAMT. The results revealed that the students of teacher training programme identify their musical identity primarily through educational factors. The only difference in identity building of the mentioned student groups was observed when considering personal and musical aspects. Music pedagogy students prioritize musical factors over personal factors, but interpretation pedagogy students attach equal importance to musical and personal aspects. The results showed that music teacher training programmes create considerably favourable environment for the development of educational factors of future teachers’ musical identity and do not take so much notice of the musical components of musical identity.