‘ I am unmusical!’: the verdict of self-judgement

Abstract

The phenomenon of people labelling themselves as unmusical is widespread, and terms such as talent, giftedness and musicality characterize the research field. This article presents four case studies of adult non-musicians (a lawyer, a teacher educator, a teacher, and a public servant), providing perspectives of the impact of self-view on their self-judgement of musicality. A major negative consequence is the deprivation of self from future active participation in, and enjoyment of, music making.

The beat goes on: music education, identity and lifelong learning

“…I found after the layoff that my skills had not really declined and with a little work I was able to pick things up pretty much where I had left off. (Greg,54,US) Most existing research into adults' music-making either presumes continuity of involvement (Pitts 2009;Ruddock and Leong 2005) or explores the experiences of those who come to music for the first time in later life (e.g. Bailey and Davidson 2005;Davidson 2011;Davidson 2006a, 2006b).…”

Hearing the Voices of Adolescent Boys in Choral Music: A Self-Story

“…While satisfying concert performances and positive contest ratings may be meaningful for conductors and school administrators, the perceptions of individual singers of their personal musical abilities determines continued participation in musical practice (e.g. Ruddock & Leong, 2005).…”

Preschool teachers' skills in teaching music: two steps forward one step back

“…Numerous studies have shown that teachers in pre-and primary school feel that they are not competent enough to sing and play instruments together with children (Hallam et al, 2009;Hennessy, 2000;Ruddock & Leong, 2005;Russell-Bowie, 2009;Seddon & Biasutti, 2008;Stunell, 2010;Young, 2009). Knowing how to teach music is often linked to assumptions about innate talents; that you have to have been born with instrumental skills, skills in composition and artistic knowledge.…”