ABSTRACT
Students in this study articulated that their senior music class had a significant and positive role in shaping and supporting their identity work. Aspects of the program that supported the development of multiple musical identities have been framed into three interacting themes: teacher–student relationship, musical flourishing, and diverse music and musicing. Students described the teacher as a credible model and expert, able to ignite passion, and genuinely cared about their learning and well-being. Student musical flourishing was at the core of the teacher’s philosophy and pedagogy. Musical independence was nurtured through foundational knowledge and skills and the development of the ability to think in sound. The teacher empowered student agency by responding to students’ interests and providing opportunities for personal choice. An ethical music learning community was nurtured through life lessons, fostering a sense of belonging and collaboration. Musical worlds in and out of the classroom were entangled. The curriculum was found to value diverse music material, entangled ways of engaging in music, and provided real-world learning experiences. This chapter presents a teaching and learning framework to shape and support multiple musical identities in senior secondary class music with elaborations supported by student examples, quotes and drawings.
