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Abstract

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).

Keywords

musical identities early musical experiences community music music education ethnomusicology

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