My Musical Self : Examining Social Influences of Community Band Membership on Musical Identity Using Social Identity Theory

Abstract

Research demonstrates that involvement in musical ensembles provides an environment for individuals to grow personally, musically, socially, and independently (Cavitt, 2005; Coffin, 2005; Coffman, 2002, 2006, 2008; Coffman & Adamek, 2001; Dabback, 2008; Taylor, Kruse, Nickel, Lee, & Bowen, 2011). Typically, research with community bands focuses on older adults who are in the retirement phase of life (see Ernst, 2001; Ernst & Emmons, 1992; Dabback, 2008; Hays, 2004; Hays & Minichiello, 2005; Coffman, 2002, 2006, 2008; Southcott, 2009). However, many community bands are seeing more of an intergenerational aspect to community band membership. The current study explored how individual participation in intergenerational community concert bands influences participants' musical identity with respect to: a) the instrument, the section, and the band as a whole?; b) prolonged membership and multi-band membership?; and c) learning new musical repertoire. Adopting a qualitative multiple case study approach and guided by a Social Identity Theory and musical identity theoretical framework, this study included fourteen participants (N=14) from three community concert bands in Eastern Ontario. Each participant completed a demographic questionnaire, a series of four journal entries, one virtual semi-structured interview, and one virtual focus group session with participants from the same respective band. Data was analyzed using Bloomberg and Volpe’s (2008) "roadmap" to identify the themes both within and across cases (Miles & Huberman, 1994; Seidman, 2006). The main findings of this study relate to how musical identity is influenced by group membership, social comparisons, and perceived musical ability to influence the well-being of intergenerational community band members. Further implications relate to the value of music education and lifelong learning.