第一个切口是最深的：探索早期音乐经历在音乐身份发展中的重要性

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2025-06-12 DOI:10.1177/03057356251336147

Christian Ferlaino, Raymond MacDonald

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引用次数: 0

摘要

本文调查了15个自我报告的音乐技能不同的个体，从零到专业水平，早期经历在塑造音乐身份方面的作用。对参与者的访谈进行记录、转录，并对新兴主题和高级主题进行分析。访谈的主题包括参与者与音乐的关系，重要的早期音乐记忆，以及音乐制作的经历（特别是早期经历）。15名参与者中的12人还在意大利（卡拉布里亚）或苏格兰（格拉斯哥）参加了一系列音乐研讨会。工作坊的重点是将有音乐经验和没有经验的参与者整合到合作音乐活动中。分析揭示了13个新兴主题，这些主题被分为三个优先主题：早期接触和家庭影响；音乐教育经验；参与和玩乐。这些主题强调了参与者如何详细地记住早期的音乐体验，并代表了参与者生活中的重要时刻。据报道，早期的倾听经历是积极的，与家庭记忆有关。早期的音乐教育经历通常被认为是负面的，导致他们终身认为自己“不懂音乐”。结果表明，积极的音乐体验可以克服早期消极的音乐体验所带来的衰弱效应，突出音乐身份是动态的（可改变的）和情境的（依赖于环境的）。

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The first cut is the deepest: Exploring the importance of early musical experiences in the development of musical identities

This article investigates the role of early experiences in shaping the musical identities of 15 individuals with a diverse range of self-reported musical skills, ranging from none to professional level. Participant interviews were recorded, transcribed, and analysed for emerging and superordinate themes. Topics covered in the interviews included participants’ relationship with music, significant early musical memories, and experiences with music-making (particularly early experiences). Twelve of the 15 participants also attended a series of music workshops in either Italy (Calabria) or Scotland (Glasgow). The workshops were focused on integrating both musically experienced and inexperienced participants in collaborative musical activities. Analysis revealed 13 emergent themes that were grouped into three superordinate themes: early exposure and family influence; experiences with music education; participation and playfulness. These themes highlight how participants’ early experiences of music are remembered in detail and represent important moments in the participants’ lives. Early listening experiences were reported as positive and linked with family memories. Early musical education experiences were often reported as negative leading to lifelong self-beliefs of being ‘unmusical’. Results suggest that positive experience with musical engagement can overcome the debilitating effects of early negative experience of music, highlighting musical identities as dynamic (amenable to change) and situated (context-dependent).

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来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.