Yearbook-Archive: Vol 19 (2007)

Vol 19 (2007): Music Psychology – Musical socialisation in childhood and youth [*]

Volume 19 was edited by Wolfgang Auhagen, Claudia Bullerjahn and Holger Höge. Editorial Assistans were Richard von Georgi, Mirjam James, Christoph Reuter and Kathrin Schlemmer.


The printed volume was published by Hogrefe in 2007. The rights of use were reacquired by DGM and the contributions were republished here in 2020 as an OpenAccess publication for free, unrestricted use under the CC-BY 4.0 licence.

All contributions are available as searchable PDF files, have a DOI and are searchable in the PubPsych/PSYNDEX database. Contribution titles and abstracts are consistently given in German and English.

Titles and abstracts marked with [*] have been automatically translated from the original language with

Research Reports on Thematic Focus

Die Theorie musikalischer Selbstsozialisation: Elf Jahre ...und ein bisschen weiser? The theory of musical self-socialisation: eleven years ...and a little wiser? [*]

Renate Müller, Patrick Glogner, Stefanie Rhein
First, the development of the concept of musical self-socialization during the last decade in the course of empirical investigation, of theoretical discussion, and of its application to explain young people's music involvement is re­ ported. Main issues, references to related and contrasting theories are out­ lined; examples of empirical - quantitative as well as qualitative - investiga­tion of the theory are presented. In a second part, recent research results of youth culture studies are interpreted in terms of self-socialization perspec­tive. Theoretical concepts such as representation of the self, globalization, symbolic inclusion and exclusion are added to the theory. A background of main traits of individualized societies is provided which challenge everyday experiences. Youth cultural activities are viewed as symbolic and aesthetic ways to master these challenges. lt is argued that engagement in youth cul­tures provokes new forms of social embedding as well as new forms of identity construction. Finally, future tasks to elaborate the theory are pointed out.

„Musikalische Selbstsoziali­sation". Strukturwandel musikalischer Identitätsbildung oder modischer Diskurs? "Musical self-socialization". Structural change of musical identity formation or fashionable discourse? [*]

Hans Neuhoff, Anne Weber-Krüger
The present contribution offers a critical assessment of the theory on musi­cal and medial self-socialization as formulated by Müller, Rhein and Glog­ner. Firstly, using scope of the theory and notions of autonomy as examples, it will be highlighted that the theory is diffuse and contradictory in critical points. Moreover, the authors fail to present empirically usable and intelli­gence enhancing attributes of self-socialization. This will be followed by a critique of specific basic assumptions, theorems and positive statements of the theory (self-elected memberships, popular cultural capital, ,,active read­ ing"). We emphasize the need to respect structural and habitual conditions for seemingly self-socializing actions, and question the assumption that is­ sues of popular culture are sociologically and pedagogically marginalized. Furthermore, the use of empirical research results for „explaining" self-so­cialization will be disclosed as interpretational. As a third step, significant deficits of the theory are noted, especially the failure to include relevant con­clusions of media effects research, learning theory and social psychology. Finally, alternative conceptual frameworks for the investigation of contem­porary musical and medial socialization are suggested using the thesis of parallel socialization and arguing that the conditional frame of musical so­cialization has shifted from a sociological to a socio-psychological space.

Selbstinitiierte musikbezogene Aktivitäten von Kindern im Grundschulalter. Teilergebnisse des Forschungsprojekts „Kind & Musik" Self-initiated music-related activities of children of primary school age. Partial results of the research project "Child & Music" [*]

Imke-Marie Badur
By following the current discussion about the situation of singing and music­ making in our society, an apparently deficient picture appears, although there is no current research and no critical discussion about the criteria of judgement. Therefore in the project „Child & Music" (undertaken at the University of Hildesheim 1998-2001) 20 children in third- and forth-grade (nine to ten years old) from different socio-economic and musical background were intensively interviewed by using a semistructured and „free-flow" in­terview-technique. The purpose of this qualitative study was to get a first phenomenological description of children's actual musical behaviours. With a specially developed manual all reported activities related to music (n = 1.253, on average 63 activities per child) were analysed, coded and transformed into quantitative data. The open focus of the study brought out a diversity of so-called „Rahmen­aktivitäten" (frame activities), activities to make musical reception and prac­tice possible. In comparison to those musical activities which are initiated by music education, the self-initiated activities of children can be charac­terised as much more playful, exploring, connected with dance and includ­ing composition practice. Sometimes media animate to musical activities. Summing up, the study directs attention on different sorts of music-related activities of children and discusses some critical aspects.

Die Offenohrigkeit und ihr Verschwinden bei Kindern im Grundschulalter Open ears and their disappearance in children of primary school age [*]

Heiner Gembris, Gabriele Schellberg
The subject of this empirical study is the development of musical preferences during the elementary school years. A total of 591 children (300 male, 291 fe­ male) between the ages of 5 and 13 evaluated their likes or dislikes of eight short excerpts of music (approx. 80 sec.) of different styles (classical music, pop music, 20th century art music and ethnic music). The results show highly significant (p < .001, Kruskal-Wallis) age-related changes in preferences re­garding all types of music. Pop music received the most positive ratings. The younger the children, the more positive were the ratings for classical, avant­garde and ethnic music. With increasing age, ratings for these types of music dramatically changed into extremely negative ratings. There are also signif­icant differences between boys and girls. The results suggest that especially the first years of elementary school as well as the preschool years are impor­tant time windows to provide manifold musical experiences, including a wide range of musical styles.

Über den Einfluss musikalischer Aktivitäten auf den erfolgreichen Abschluss der Schullaufbahn an einer Waldorf-Schule On the influence of musical activities on the successful completion of the school career at a Waldorf school [*]

Herbert Bruhn, Martin Seifert, Ellen Aschermann
In an ex-post study the interdependency of students' participation in the music program of their school and the advantage to gain the Abitur was tested. Data from 15 age classes (225 females, 245 males) had been collected in the Stei­ner School at Rendsburg. lt became apparent, that musically active students had a significantly higher chance to gain the Abitur than the other students. Most successful were the instrumentalists who played in the school orches­tra. Possible reasons for this interdependency are discussed. Social effects could be excluded, because the selected group of students formed a homo­geneous group of an elevated social level.

Motivation und autodidaktisches Lernen auf dem Prüfstand. Zur biografischen Bedeutung des Engagements in Schülerbands Motivation and autodidactic learning on the test bench. On the biographical significance of involvement in school bands [*]

Günter Kleinen, Ralf von Appen
This study follows two aims. First, it looks at the biographical importance of playing in a rock band during adolescence for further professional careers as well as for the general development of the personalities. Second, it tries to clear up questions on motivation and on long-term aspects of autodidactic learning. For two thirds of our 18 participants music making remains of a high per­sonal importance six years after their initial engagement in a band. They were able to use music as a means for emotional balance, as a valuable sup­ port in finding their own identities and in coping with further problems of adolescence. In retrospect, autodidactic learning is considered an effective way of ob­taining the competences pop musicians need. lt is the high degree of self­ determination (Ryan & Deci) that makes autodidactic learning popular and that has a positive influence on keeping up a high intrinsic motivation. Music teachers should consider formal education and informal ways of learning processes that complement and support each other.

Research Reports

Aspekte des Musikerlebens erwachsener Laienmusiker. Eine empirische Untersuchung Aspects of the musical life of adult amateur musicians. An empirical study [*]

Hubert Minkenberg
During this investigation about 1.100 persons (predominantly amateur mu­sicians at the adult's age) were questioned by means of an internet question­naire concerning 180 aspects of their musical experience. All in all about 200.000 answers have been evaluated. The questions referred to the following domains: Sociological data, Singing and instrumental music, Musical lessons, Rehearsing, Musical preferences, Emotional meaning of music. The results of this investigation lead to the following basic statements: a) Listening to music and musical exercise have an important positive mean­ ing not to be underestimated for the life creation and the attitude to life of adult people. The music experience takes an important role in the every­ day life and in the daily routine of adult people. b) Musical exercise correlates positively with other external-musical inter­est areas like sport, culture, theatre and policy. c) Listening to music and musical exercise strongly correlates with a posi­tive and active attitude to life. d) Listening to music and musical exercise leads to a positive self perception and to a positive perception of the self effectiveness.


Julio Estrada

Monika Fürst-Heidtmann


The contributions in this section are available as a Collective PDF

Peter Brünger: Singen im Kindergarten.Eine Untersuchung unter bayerischen und niedersächsischen Kindergartenfachkräften

Franziska Olbertz

Claudia Bullerjahn, Reiner Gembris & Andreas C.Lehmann (Hrsg.): Musik: gehört, gesehen und erlebt. Festschrift Klaus-Ernst Behne zum 65.Geburtstag

Markus Neuwirth

Veronika Busch: Tempoperformance und Expressivität. Eine Studie zwischen Musikpsychologie und Musiktherapie

Lorenz Welker

Inge Cordes: Der Zusammenhang kultureller und biologischer Ausdrucksmuster in der Musik

Gunter Kreutz

Golo Föllmer: Netzmusik.Elektronische, ästhetische und soziale Strukturen einer partizipativen Musik

Gunter Kreutz

Heiner Gembris & Daina Langner: Von der Musikhochschule auf den Arbeitsmarkt. Erfahrungen von Absolventen, Arbeitsmarktexperten und Hochschullehrern

Kathrin Schlemmer

Hören und Sehen - Musik audiovisuell

Mirjam James

Karl Hörmann: Musik in der Heilkunde. Künstlerische Musiktherapie als Angewandte Musikpsychologie

Veronika Busch

Christa Lamberts-Piel: Filmmusik und ihre Bedeutung für die Musikpädagogik

Anja Rosenbrock

Ji In Lee: Component Skills Involved in Sight Reading Music

Adina Mornell

Guerino Mazzola, Thomas Noll & Emilia Lluis-Puebla (Hrsg.): Perspectives in Mathematical and Computational Music Theory

Klaus Frieler

Adina Mornell: Lampenfieber und Angst bei ausübenden Musikern

Mark Zander

Klaus W. Niemöller & Bram Gätjen (Hrsg.): Perspektiven und Methoden einer Systemischen Musikwissenschaft. Bericht über das Kolloquium im Musikwissenschaftlichen Institut der Universität zu Köln 1998

Horst-Peter Hesse

Rolf Oerter & Thomas H. Stoffer (Hrsg.): Spezielle Musik­psychologie (Enzyklopädie der Psychologie, Themenbereich D: Praxisgebiete, Serie V II: Musikpsychologie, Bd.2)

Wolfgang Auhagen

Sabrina Paternoga: Arbeits- und Berufszufriedenheit im Orchester­musikerberuf. Eine empirische Untersuchung im Kontext arbeits-, freizeit- und persönlichkeitspsychologischer sowie musiker­medizinischer Konzepte

Sabine Boerner

Christoph Reuter: Klangfarbe und Instrumentation.Geschichte - Ursachen - Wirkung

Timo Fischinger

Holger Schramm: Mood Management durch Musik. Die alltägliche Nutzung von Musik zur Regulierung von Stimmungen

Christoph Jacke

Thomas H.Stoffer & Rolf Oerter (Hrsg.): Allgemeine Musik­psychologie. (Enzyklopädie der Psychologie, Themenbereich D: Praxisgebiete, Serie V II: Musikpsychologie, Bd.1)

Jan Hemming

Jan Strack: Musikwirtschaft und Internet

Golo Föllmer

Elke Winkelhaus: Zur kognitionspsychologischen Begründung einer systematischen Melodielehre

Daniel Müllensiefen

The contributions in this section are available as a Collective PDF

„Keiner wird gewinnen: Populäre Musik im Wettbewerb". 15. Arbeits­tagung des Arbeitskreises Studium Populärer Musik (ASPM) in Rauischholzhausen, 29. bis 31. Oktober 2004

Ralf von Appen & Andre Doehring/div>

„The Neurosciences and Music" - Konferenz vom 5. bis 8. Mai 2005 in Leipzig

Tobias Overath

Forschung als Anliegen der Musiklehrer - Bericht von der Jahrestagung des AMPF 2005

Wolfgang Feucht

Musik und Gedächtnis. Jahrestagung der DGM in Würzburg vom 9. bis 11. September 2005

Marco Knobbenbring

Musik und Krise - Tagung des Militärmusikdienstes und der Gruppe Wehrpsychologie der Bundeswehr im Zentrum für Innere Führung, Koblenz vom 1. bis 2. März 2006

Antje Bersch-Burauel