Oblikovanje glasbene samopodobe in glasbene identitete z vidika učiteljev inštrumenta/petja / Forming a musical self-soncept and musical identity from the perspective of instrument/singing teacher

This is the authors' abstract. We don't add key points for this paper.

Self-Concepts have a crucial influence on musical learning, which is important for the formation of musical identity. The mission of music education includes both the aspect of learning and the cultivation of one's musical identity. The aim of the present research was to examine the dynamics of musical self-concepts in the contexts of music learning and identity maturation. Ten instrument/sing teachers, also active in the fields of music performance, authorship, management, research and editorial work, participated in the qualitative study. The processing of the semi-structured interviews according to the grounded theory method enabled the identification of the main themes in the formation of musical identity and musical self-concept: 1. the choice of musical instrument 2. the practice of musical roles 3. the development of the musical self and 4. the instrument/singing teacher -co-creator of the musical self-concept. The analysis of the patterns and the integration with the theoretical assumptions showed that the participants experience the role of instrument/singing teacher as a mixed identity concept that influences teaching and is reflected as a lifelong perspective on professional development.