Reflections on the Teacher Identities in Music Education [TIME] Project

The content of this article is the sole responsibility of the author. The ACT Journal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement. Introduction One of the enduring paradoxes of music education in England in recent years is the difference between the relative ubiquity of music in many people's lives, irrespective of age, and the persistent shortage of people who are willing to become (and remain) specialist teachers of music in schools. The teaching of music—at least in a school setting—appears to be less attractive compared to our personal and social engagement with it. Somehow, the educational 'packaging' of music (whether real or imagined) is not appealing. For example, there has been much contemporary commentary (e.g. Bull, 2005; Vandewater et al., 2007) on the widespread consumption of music through its availability provided by new electronic media, such as web-based access on computers and mobile phones, YouTube, mp3/mp4 digital audio and video music formats and players, as well as the established Compact Disk (CD) market. 1 The British Music Rights Survey (2008) surveyed the musical experiences and behaviour of 773 young people aged 14–25+ years. They found that music 'is an absolutely integral part of young people's lives', with 14–17 year-olds listening to music over six hours per day, either in the background or as the main focus of their attention. Ninety-two percent of respondents in this age group had their own mp3 player. When asked what three items they would take with them to a desert island, music was selected most often by all age groups. Their personal music collection was 'their most treasured possession' (op.cit. p.9). Yet, in England, customarily only 7%–8% of young people (on average) continue to study music formally within the secondary school curriculum beyond the age of 14 years when it becomes optional (Saunders, 2008). Music is an important part of people's lives and identity (MacDonald et al., 2002). But, even though many professional musicians take opportunities to interweave instrumental teaching alongside Welch, G. et al. 12