Yearbook-Archive: Vol 19 (2007)
Vol 19 (2007): Musikpsychologie – Musikalische Sozialisation im Kindes- und Jugendalter / 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 www.deepl.com.
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? [*]
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? [*]
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" [*]
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 [*]
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 [*]
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 [*]
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 [*]
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.