Hostname: page-component-7bb8b95d7b-pwrkn Total loading time: 0 Render date: 2024-09-20T17:44:20.052Z Has data issue: false hasContentIssue false
  • English
  • Français

‘Singing is my superpower’ experiences of Austrian males in school choral music

Published online by Cambridge University Press:  20 September 2024

Patrick K. Freer Open the ORCID record for Patrick K. Freer [Opens in a new window]
Patrick K. Freer*
Affiliation:
Georgia State University, Atlanta, GA, USA
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This study was of adolescent males about their musical self-perceptions and experiences in one Austrian school’s choral music programme. Participants who sang continuously in the school choir reported experiences consistent with flow theory. In contrast, participants who withdrew said that their school choral experiences lacked challenge levels commensurate with their interests and skills and that they wished for greater opportunities for autonomy and control. Participants who never sang in school choir lacked older male singing role models, an element consistent with the theory of possible selves. The study findings reflect those of previous research at The London Oratory. The article closes with implications for research and pedagogy.

Keywords

Adolescent maleschoirflowpossible selvessingingvoice change
Type
Article
Information
British Journal of Music Education , First View , pp. 1 - 11
Check for updates
Copyright
© The Author(s), 2024. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BARRETT, M. S. & ZHUKOV, K. (2022). Enduring impacts of cathedral choral training on choristers’ lives. Music Education Research, 24(2), 209–222.CrossRefGoogle Scholar
BRAUN, V. & CLARKE, V. (2021). Thematic Analysis: A Practical Guide. London: Sage Publications.Google Scholar
BRAUN, V. & CLARKE, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.CrossRefGoogle Scholar
BUNDESMINISTERIUM.(2022). Lehrplan der Mittleschule. https://www.bmbwf.gv.at/Themen/schule/schulpraxis/lp/lp_ms.html Google Scholar
BYRNE, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56, 1391–1412.CrossRefGoogle Scholar
CSIKSZENTMIHALYI, M. (1990). Flow: The Psychology of Optimal Experience. New York, NY: Harper & Row.Google Scholar
DOS SANTOS KAWATA, K. H., UENO, Y., HASHIMOTO, R., YOSHINO, S., OHTA, K. NISHIDA, A., ANDO, S., NAKATANI, H., KASAI, K. & KOIKE, S. (2021). Development of metacognition in adolescence: The Congruency-Based Metacognition Scale. Frontiers in Psychology, 11, 56231.CrossRefGoogle ScholarPubMed
ECONOMIDOU STAVROU, N., FRISCHKNECHT, R., GIRDZIJAUSKUENE, G. & SCHAUMBERGER, H. (2020). The music lessons we’d like: Students envisioning music education in schools. In Houmann, A. & Saethers, E. (eds.), European Perspectives in Music Education: Vol. 9. Make Music Matter: Music education Meeting the Needs of Young Learners (pp. 137–152). Helbling Publications.Google Scholar
EINARSDOTTIR, S. L. (2022). Equality, history, tradition: Gender-political issues in the Oxford collegiate choral scene. In Gaupp, L., Barber-Kersovan, A. & Kirchberg, V. (eds.), Arts and Power. Springer.Google Scholar
ELLINGSON, L. L. (2009). Engaging Crystallization in Qualitative Research. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
ELMORE, K. C. & OYSERMAN, D. (2012). If ‘we’ can succeed, ‘I’ can too: Identity-based motivation and gender in the classroom. Contemporary Educational Psychology, 37(3), 176–185.CrossRefGoogle ScholarPubMed
FREER, P. K. (2022a). Singing and adolescent males: An updated look at “what do we know now?” Choral Journal, 63(4), 38–49.Google Scholar
FREER, P. K. (2022b). Vocal health during the voice change: Recollections and recommendations of collegiate male choral singers. International Journal of Research in Choral Singing, 10, 181–196.Google Scholar
FREER, P. K. (2016). The changing voices of male choristers: An enigma … to them. Music Education Research, 18(1), 74–90.Google Scholar
FREER, P. K. (2015). Perspectives of European boys about their voice change and school choral singing: Developing the possible selves of adolescent male singers. British Journal of Music Education, 32(1), 87–106.CrossRefGoogle Scholar
HOLSTEIN, J. A. & GUBRIUM, J. F. (1995). The active interview. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
KNIFSEND, C. A. & JUVONEN, J. (2022). Type and breadth of high school extracurricular activity involvement and postsecondary psychosocial well-being among diverse youth. Journal of Youth and Adolescence. Advance online publication. https://doi.org/10.1007/s10964-022-01695-1 Google ScholarPubMed
MARKUS, H. & NURIUS, P. (1986). Possible selves. American Psychologist, 41, 954–969.CrossRefGoogle Scholar
ORTON, A. & PITTS, S. E. (2019). Adolescent perceptions of singing: Exploring gendered differences in musical confidence, identity and ambition. Music Education Research, 21(1), 40–51.CrossRefGoogle Scholar
OYSERMAN, D. & JAMES, L. (2011). Possible identities. In Schwartz, S.J., Luyckx, K. & Vivian, L. (eds.), Handbook of Identity Theory and Research (pp. 117–145). New York: Springer.CrossRefGoogle Scholar
PITTS, S. (2009). Roots and routes in adult musical participation: Investigating the impact of home and school on lifelong musical interest and involvement, British Journal of Music Education, 26(3), 241–256.CrossRefGoogle Scholar
RICHARDSON, L. & ST PIERRE, E. A. (2008). Writing: A method of inquiry. In Denzin, N. K. & Lincoln, Y. S. (eds.), Collecting and Interpreting Qualitative Materials (3rd ed., pp. 473–500). Thousand Oaks, CA: Sage.Google Scholar
SCHAUMBERGER, H. (2019). How to sing professionally with children and adolescents: Core competencies of children’s and youth choir directors. https://www.researchgate.net/publication/335235643 Google Scholar
SCHAUMBERGER, H., VAN DER SANDT, J. & WOLF, M. (2020). The status of singing in schools: An overview of national curricula in Austria, England, Italy, and South Tyrol (Italy). In van der Sandt, J. (ed.), Singing with Children: International Perspectives (pp. 199–226). Lucca, IT: La Libera Musicale Italiana.Google Scholar
TAN, L. & SIN, H. X. (2021). Flow research in music contexts: A systematic literature review. Musicae Scientiae, 25(4), 399–428.CrossRefGoogle Scholar
VAN DER SANDT, J., SCHAUMBERGER, H., COPPI, A., SALMINEN, S. & WOLF, M. (2021). Singing is what we do (together) - redefining ‘together’: A comparative study. Formazione & Insegnamento: European Journal of Research on Education and Teaching, 16(3), 28–54.Google Scholar
VAN DER STEL, M. & VEENMAN, M. V. L. (2014). Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective. European Journal of the Psychology of Education, 29, 117–137.CrossRefGoogle Scholar
WEIL, L. G., FLEMING, S. M., DUMONTHEIL, I., KILFORD, E. J., WEIL, R. S., REES, G., DOLAN, R. J. & BLAKEMORE, S-J. (2013). The development of metacognitive ability in adolescence. Consciousness and Cognition, 22, 264–271.CrossRefGoogle ScholarPubMed
WILLIAMS, J., WELCH, G. F. & HOWARD, D. M. (2021). Which sung pitch range is best for boys during voice change? Journal of Voice, 35(4), 581–588.CrossRefGoogle ScholarPubMed