ABSTRACT
Conor’s narrative demonstrates how adolescent boys can depend on music in their identity work and possible self. Conor uses music for its intrinsic value and to manage the self. He calls this “freedom.” The family script and success in music have led him to value diverse music expertise and aspire to be a “well-rounded musician.” Conor says he “wouldn’t know what to do” without music in his life, and it is “ingrained” throughout his identity work as his multiple musical identities weave and intertwine. Class music has exposed Conor to the possible post-school music pathways available to him. He aspires to study tertiary music, following the footsteps of his mother, a class music teacher, though there is an ongoing conflict in the family between his “love” for music and perceived financial insecurity in the industry. This conflict has led to university music study being considered his “gap degree.” Class music has supported and shaped Conor’s identity work by developing his ability to think in sound and apply musical understanding, nurturing opportunities for music collaboration, and teacher encouragement and challenge.
