| The purpose of this study was to present a profile of music making and listening experiences of middle school students not enrolled in school performing groups and to probe how these experiences influenced the students' musical self-perceptions. The study investigated four themes: Students' music listening and making experiences outside of school, what elements of these experiences they valued, how these experiences impacted their musical self-perceptions and what factors influenced their musical participation choices.;Twenty-one seventh and eighth students not enrolled in school music ensembles were studied. For the purposes of this study, the course normally offered to the group, "Study Skills" was substituted for an informal class designed and taught by the researcher entitled "My Music". Data collection techniques included: Personal semi-structured interviews, peer interviews, photographic representations, cassette samples of listening pieces, group think-alouds and class discussions. Three levels of data coding were used to develop emergent themes. Within-case analysis (Miles & Huberman, 1994) and cross-case analysis (Janesick, 1994; Miles & Huberman, 1994) were utilized.;The majority of the students (15) were not involved in music making outside of the school environment. However, six students engaged in a variety of music making activities including: (1) composition and improvisation, (2) small ensemble participation, (3) individual lessons, (4) scheduled practicing, (5) spontaneous music making, and (6) making music with family members.;All students participated in music listening activities, although two students did not listen to music on a daily basis. Three types of music listening experiences were documented: (1) solitary primary listening, (2) primary listening with social connections, and (3) listening as a secondary activity. Students found the musical elements of listening and music making to be the most important component of the experience.;School music experiences were found to be the main provider of musical instruction and the primary reason students stopped making music. In most cases, the students cited their dislike of the teachers as the primary reason they did not continue in school music. The more intensely the student disliked the teacher, the less likely the student was to be engaged in music making. |
