ABSTRACT
Like teachers, learners bring a wide variety of personal experiences, beliefs, attitudes, and expectations into the music classroom. According to Lamont, musical identity in children emerges around seven years of age and is based on specific activities within music, as well as the influence of parents' attitudes about music and music involvement. On the other hand, students often do not view themselves as musicians if they have not had formal private study, even though they may play instruments in a music classroom context. Music also plays a role in the development of facets of our identity that are not specifically musically related. Both types of musical identity are mediated by sociocultural factors. The styles and genres of music that learners prefer and the reasons for these preferences represent another aspect of who their learners are that must be considered in the music classroom.
