자료유형  

 학위논문

Control Number  

0017161467

International Standard Book Number  

9798382762197

Dewey Decimal Classification Number  

780

Main Entry-Personal Name  

Pinto, Diego Daflon Tavares.

Publication, Distribution, etc. (Imprint  

[S.l.] : Northwestern University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

257 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

General Note  

Advisor: Morrison, Steven J.

Dissertation Note  

Thesis (Ph.D.)--Northwestern University, 2024.

Summary, Etc.  

요약People's self-perceived attributes and beliefs influence how they relate to music and to others through music. Music research has addressed aspects of the self and issues of identity in the music context, including the relationship between self-efficacy and music performance achievement, self-regulation and practice efficiency, and benefits of participation in identity-based music ensembles. However, the role of music cultures in how people develop and express their identities or that culture's role in how they view themselves in the musical context is not well reported, thus creating a barrier to thoroughly experiencing all aspects of culturally relevant and diverse music-making in learning settings. In this multi-study dissertation, I attempt to fill that gap by exploring how experiences within a music culture shape people's behaviors, cognition, and self-perceptions. The following questions guided this research: (1) What is the relationship between culture, the self, and music engagement? (2) How can understanding individuals' behaviors, attitudes, and cognitive processes within a cultural context help music educators foster effective, meaningful, and lasting participation in music? Through a thorough review of all the literature on music enculturation and its multiple dimensions (e.g., cognition, behavior, pedagogy, meaning-making, music identity development) and employing empirical investigations with individuals in secondary schools and college settings, this research shows how experiences within a music culture may shape an individual's behaviors, cognition, and self-perceptions.Paper 1: Music Enculturation: A Systematic ReviewThe purpose of this systematic review was to explore the processes and outcomes of music enculturation among people of any age. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) as a methodological framework, I summarized and synthesized evidence from empirical papers (N = 44) written in English and published in peer-reviewed journals across various fields of knowledge. Results from the evidence synthesis revealed that music enculturation involves conscious (e.g., active listening) and unconscious (e.g., passive exposure) processes through formal and informal approaches, taking place both individually and collectively. Those processes may lead to culture-specific behavioral competencies, cognitive processing, and sociocultural identity. There was a notable distinction in inquiry focus between quantitative and qualitative research studies, with most qualitative studies describing how individuals acquired a music culture and most quantitative studies providing evidence of music enculturation in people's cognitive processes. This systematic review provides a deeper, interdisciplinary understanding of music enculturation's multiple dimensions and illuminates that phenomenon's role in shaping individuals through culture-specific music experiences.Paper 2: Growth Mindset of Music Ability Predicts Music Self-Concept Among Middle School StudentsIn this survey research study, I examined the relationship between middle school students' beliefs about whether their music ability can be improved through practice over time (growth versus fixed mindset of music ability) and how much they see music as part of who they are (music self-concept). Participants were students (N = 503) from public and private schools in the Southern US in grades six through eight. Results showed a significant link between mindset of music ability and music self-concept, suggesting that students who believe they can improve their music skills are more likely to see music as central to their identity. Notably, participation in formal music activities-e.g., school and out-of-school vocal and instrumental ensembles or private music lessons-did not significantly relate to overall music self-concept, suggesting that students not enrolled in those activities might find other meaningful ways to engage with music and develop their musical identity.Paper 3: Gospel Choir as a Space for Racial and Religious Expression for Black Students at a Predominantly White InstitutionThis ethnography aimed to describe the culture and philosophy of the Northwestern Community Ensemble (NCE), a predominantly Black gospel choir at a predominantly White institution. Data collection comprised standard ethnographic procedures-31 hours of observation at rehearsals and concerts as a non-participant observer, 28 hours as a participant observer, and 15 semi-structured interviews with ensemble members and support people. Data consisted of interview transcripts, fieldnotes, and material culture, including concert programs, the ensemble's website and social media pages, policy documents, and other documents from the Northwestern University Archives. Analysis involved a process of open and closed coding, with Randall Collins' (2005) interaction ritual theory serving as the theoretical framework. This theory effectively described the interpersonal exchanges between ensemble members and the symbols mediating those processes. The findings suggest gospel music was the unifying force that connected all elements of participation in NCE-music experience, racial identity, religious identity-and helped foster group solidarity and spiritual growth. These findings highlight the importance of social identity-based music ensembles for marginalized racial and ethnic groups at predominantly White institutions.

Subject Added Entry-Topical Term  

Music.

Subject Added Entry-Topical Term  

Music education.

Index Term-Uncontrolled  

Self-efficacy

Index Term-Uncontrolled  

Music engagement

Index Term-Uncontrolled  

Music culture

Index Term-Uncontrolled  

Middle school students

Added Entry-Corporate Name  

Northwestern University Music

Host Item Entry  

Dissertations Abstracts International. 85-11A.

Electronic Location and Access  

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Control Number  

joongbu:658287