ABSTRACT
The individualised and evolving music values of adolescent boys in this study were found to be embodied and enacted in their uses of music. Boys’ ten music values and uses can be summarised into three interacting themes: individual, relationships with others, and proficiency in the discipline of music. They used music for making and managing the self for: autotelic experiences, self-expression and self-concept, self-regulation, and music and musician models. Boys used music to establish, develop, and maintain relationships to be valued by others and make a valuable contribution to others’ lives. These findings have been reported previously in the literature, and this study also proposes proficiency in the discipline of music as an additional significant use of music. Students in this study demonstrated high value for music learning, listening to diverse and new music, sound experimentation and music creation, and musical expertise independence. These uses are often absent from music education discourse, and there is an opportunity to shape future curricula and practices based on how adolescents value and engage with music. This chapter details each of the ten music values and uses reported by the adolescent boys and provides elaborations using student examples, quotes, and drawings.
