ABSTRACT
Blake’s narrative is an example of the profound role music can play in adolescent boys’ identity work and possible selves. Growing up in outback Queensland nurtured a love for country music and his dream to become a country music singer and songwriter. For Blake, country music captures a way of living through song; loving the land and work, riding horses, and driving trucks and tractors. Blake’s musical identity is significantly shaped and supported by his parents’ ambitions and musician models, especially his celebrity idols. He uses music to establish, maintain, and develop relationships with others. He thrives on making a valuable contribution to others and being valued by peers, parents, idols, and fans through his music-making. Blake began attending QBS in Year 10 as a boarder, and his musical identity positioned him as an outsider within the school. Class music in this setting initially disrupted his established musical identity, though he admits he is grateful for the opportunities to expand his musical horizons and the teacher support it afforded him. The program left Blake with a newfound respect for different perspectives on music, and he became open to new music ideas.
