ABSTRACT
This chapter shows that young teenage pupils are not in any simple way, 'prejudiced' against either the inter-sonic or the delineated meanings of classical music. It hopes to cast some light on those possibilities. It suggests that the classroom can play both a negative, and a positive role in the formation of teenagers' musical identities. On one hand it can lead to a negative reaction, in which pupils are likely to tighten their resolve against classical music, as well as other styles. On the other hand, teenagers' musical identities are not immutable. The classroom does have the potential to open up and broaden pupils' views of classical music, and by implication, other musics. It is generally accepted that teenagers place a high value on music, involving themselves in carefully selected genres and styles which help to constmct, affirm and renew their personal and social identities.
