The Effect of Singing on Self-concept
Droe, K.L. (2017). From the Research Chair: The Effect of Singing on Self-concept. Iowa Music Educator, Spring/Summer, 8, 18-19.
This article examines the relationship between singing ability, musical self-concept, and students’ decisions to continue in music education. Drawing on recent research, it highlights that musical self-concept, along with peer and family influences, plays a significant role in whether students choose to enroll in music at the secondary level, while singing ability itself does not directly predict participation. The article raises concerns about the strong emphasis on singing in elementary music programs and how it may unintentionally shape students’ perceptions of themselves as musicians. It argues that expanding opportunities beyond singing, including instrumental playing, composition, and music technology, may help more students develop a positive musical identity and remain engaged in music.
