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Journal of Research in Music Education
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Adolescents' Expressed Meanings of Music in and out of School

Patricia Shehan Campbell

University of Washington, pcamp{at}u.washington.edu

Claire Connell

University of Washington, clar{at}u.washington.edu

Amy Beegle

Pacific Luthern University, beegleac{at}plu.edu

This study aimed to determine the significance of music and music education to middle and high school adolescents, including those enrolled and not enrolled in school music programs. Of particular interest were their expressed meanings of music both in and out of school, with attention to adolescent views on the role of music in identity formation, the musical and nonmusical benefits for adolescents of their engagement with music, the curricular content of secondary school music programs, and the qualities of music teachers in facilitating music-learning experiences in middle and high school classes. An examination of essays, statements, and reflections in response to a national essay content was undertaken using an inductive approach to analyze content through the triangulation of interpretations by the investigators. Five principal themes were identified within the expressed meanings of music by adolescents: (a) identity formation in and through music, (b) emotional benefits, (c) music's life benefits, including character-building and life skills, (d) social benefits, and (e) positive and negative impressions of school music programs and their teachers. Overwhelming support was expressed for music as a necessary component of adolescent life, with support for and comments to probe concerning the work of music educators in secondary school programs.

Journal of Research in Music Education, Vol. 55, No. 3, 220-236 (2007)
DOI: 10.1177/002242940705500304
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