This research examines the impact of formal and informal music education experiences on the decision-making process of students who choose to pursue tertiary music studies. By examining the literature on this subject, and using qualitative and quantitative research methods, it explores the formal and informal music education experiences of University of Otago students who are in their first year of tertiary music studies, as well as the experiences of professional music educators in schools and teacher training, who are based in Dunedin, New Zealand. It examines, through students’ music life-stories, experiences of the music curriculum in primary, intermediate and secondary schools in New Zealand, and of their barriers to learning. It looks also at the students’ experiences of instrumental and vocal lessons, co-curricular activities in schools, and community music making opportunities. The music education experiences and views of education professionals are analysed to see if the issues raised by students (geography, finance, access to all creative aspects of the curriculum) are the same as those identified by the education professionals. The roles of significant other people (parents, teachers, mentors, classmates and friends) in the formation of a musical identity are explored, as are other factors that assist in the identity formation and decision making process. A composite view of a young music student emerges from this study, as a practitioner who sees value in understanding music and has a sense of musical identity within a music community. Recommendations regarding improving access and learning in music are suggested.
PDF
download
878987797
028-85220240
