Page 122 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani

mu učitelju, ki že uveljavlja tako diferencialno kot tudi konvergentno glasbenopedago­
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
ško delovanje za poučevanje in vzgojo tako glasbenih profesionalcev kot tudi ljubiteljev.
Ključne besede: glasbena samopodoba/identiteta, učenec, učitelj inštrumenta/petja, glas­
bena šola.

Mentor: Assoc. Prof. Dr. Katarina Habe
Public defence: 13th December 2024

The doctoral dissertation Musical self-concept of music school students and the role of a teach-
er in shaping it examines the aspect of cultivating musical identity in music education
processes. The theoretical foundations of the research are based on the psychological
construct of musical self­concept (hereinafter MSC), which represents the fundamental
mechanism of constructing musical identity, with a developmental peak in adolescence.
Our aim was to examine the formation of MSC in students of music schools in their fi­
nal years. In the context of factors influencing this, we also explored the musical identity
of teachers. We conducted a quantitative study of the MSC of students while examining
the musical identity of teachers with the support of grounded theory. The final research
phase involved action research, aiming to shape learning of instruments, based on Har-
greaves' model of potential learning outcomes in music education.
The results of the research showed that students' MSC is typically shaped by the
components of mood, abilities/ambitions, and communication. Differences in MSC ac­
cording to gender, musical preferences, and academic achievement were not reflected in
all components among students. We found a positive correlation of MSC with the in­
clusion of (non)(in)informal teaching methods and a negative correlation with the stu­
dents' performance anxiety level. The instrument/vocal teacher was confirmed in the
research as a key social actor in shaping the MSC. Through the reflection of the con­
struction of his own identity, he himself – most identified with the roles of performer
and pedagogue – experiences himself as an important co­shaper of his student's MSC.
The dissertation contributes insights into the MSC of students and its connec­
tion with the musical identity of teachers within the Slovenian music education envi­
ronment. The demonstrated effects of teaching in Hargreaves' model of potential learning
outcomes in music education can aid in educating a new generation of instrument/vocal
students who are moving away from the traditional master/apprentice model, decentral­
izing the role of the virtuoso based on improvisation, singing, dancing, composing, or­
chestrating, and connecting with other branches of art. The global perspective of the
research speaks in favour of the generative teacher, who already practices both differ­
entially and convergent music pedagogy for teaching and educating both music profes­
sionals and amateurs.
Keywords: musical self­concept/identity, student, instrumental/vocal teacher, music
school.

UDK/UDC 159.923.2:37.018.54:78­051

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