Webs of Musical Significance
A study of student-teachers musical socialisation in Ireland and Sweden
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A teacher s approach to the teaching of music is greatly coloured by his/her own experiencewith music. When student-teachers embark on the journey of becoming educators, theyalready have a variety of previous individual experiences with music, and throughparticipation in their society and culture, they hold assumptions based on socialrepresentations of music, musicality and music education within their society.A person s relationship with music is often multi-faceted, based not only on previouseducational experiences, but also on experiences with music within the family, school andwider commun...
A teacher s approach to the teaching of music is
greatly coloured by his/her own experience
with music. When student-teachers embark on the
journey of becoming educators, they
already have a variety of previous individual
experiences with music, and through
participation in their society and culture, they
hold assumptions based on social
representations of music, musicality and music
education within their society.
A person s relationship with music is often multi-
faceted, based not only on previous
educational experiences, but also on experiences
with music within the family, school and
wider community. In addition, the status and
function of different types of music within these
settings can powerfully affect an individual s
perspective on music.
The findings in the study reveal how student-
teachers approaches to music and music
education are formed in the interplay between their
personal, educational and societal
experiences with music and music education. These
three components jointly shape the
complex web which illustrates the musical
socialisation of student-teachers.
greatly coloured by his/her own experience
with music. When student-teachers embark on the
journey of becoming educators, they
already have a variety of previous individual
experiences with music, and through
participation in their society and culture, they
hold assumptions based on social
representations of music, musicality and music
education within their society.
A person s relationship with music is often multi-
faceted, based not only on previous
educational experiences, but also on experiences
with music within the family, school and
wider community. In addition, the status and
function of different types of music within these
settings can powerfully affect an individual s
perspective on music.
The findings in the study reveal how student-
teachers approaches to music and music
education are formed in the interplay between their
personal, educational and societal
experiences with music and music education. These
three components jointly shape the
complex web which illustrates the musical
socialisation of student-teachers.
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