ABSTRACT
Aaron’s narrative exemplifies the potential for music education to support adolescent identity work and possible selves. As a boarder originally from regional New South Wales with no formal school music experience, his only opportunities for musical development were through musical tinkering at home and the influence of family members. These formative experiences have motivated his persistence as a music entrepreneur. Recognising a lack of “opportunities” in regional areas, Aaron’s parents sent their son to boarding school in a capital city. Aaron spent most of his secondary education figuring out who he is in the shadow of his brothers’ sporting achievements. He confesses that he found school difficult, and music provided a safe harbour and pathway through school. Music acted as an agent of change in Aaron’s identity work, and says he recently changed his identity from a “jock” to a “musician.” He now prioritises music and is interested in using music to express himself. He does this through composition and performance, neither of which he has shared with his parents. Aaron wishes to build on his current use of music in the future, and class music has inspired his future tertiary music study.
