The use of learner-generated drawings in the development of music students' teacher identities

Dawn Bennett*

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

17 Citations (Scopus)
1 Downloads (Pure)

Abstract

Identity development is a continuous process framed within changing social contexts, and is particularly problematic for musicians and other artists whose work contradicts the mythologized image of the artist. The purpose of this article is to examine the professional growth of music students in relation to developing teacher identities. The article reports on the use of learner-generated drawings and journal reflections produced by music performance and education majors; in particular, the article probes students' perceptions of teaching within a traditional career hierarchy that favours performance and artistic creation above all else. Whilst initial student drawings illustrated traditional images of the teacher as knowledge giver, these gave way to student-centred images in which students appeared to identify with teaching in new ways. The combination of textual and non-textual data provided insights that would not otherwise have been evident, and the consideration of 'possible selves' became a useful tool in the explorations of identity and career.

Original languageEnglish
Pages (from-to)53-67
Number of pages15
JournalInternational Journal of Music Education
Volume31
Issue number1
Early online date22 Mar 2012
DOIs
Publication statusPublished - Feb 2013
Externally publishedYes

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