ABSTRACT
This study found that the adolescent boys in this study used music in personalised and evolving ways as an ongoing process and resource to shape and support their musical identities and possible selves. They were found to have multiple and circumstantial musical identities, and the extent of their engagement with music and music’s influence varied between individuals, ranging from hobby to holistic. Participants were self-aware and able to identify these differences. They used music as a resource for self-to-self and self-to-others in constructing their musical identities for the purposes of connectedness and a sense of belonging. Boys used prior musical experiences in music learning and family values to inform their present and projected future use of music. The music family script was found to significantly shape, support, and/or disrupt adolescent boys’ identity work. In nearly all cases, school music education was found to be highly valued but not as highly as a secure financial future as an adult. Related to this finding was the emerging conflict for most students between their passion for music and a pathway to perceived financial insecurity. This chapter will discuss the findings in relation to these themes with supporting student examples, quotes, and drawings.
