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Perspectives of European boys about their voice change and school choral singing: developing the possible selves of adolescent male singers

Published online by Cambridge University Press:  03 December 2014

Patrick K. Freer
Patrick K. Freer*
Affiliation:
Georgia State University – School of Music, PO Box 4097, Atlanta, GA 30302, USApfreer@gsu.edu
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Abstract

This article reports analysis of interviews with 85 boys from England, Greece, Ireland and Spain about the voice change, school singing and choral music instruction. Consistent, former and self-described non-singers were included. Data suggest consistency with much of the existing narrative literature about the experience of voice change. Unique topics included a sense of identity loss during voice change. Issues related to gender and sexuality-based bullying were explored. Boys offered numerous recommendations for teachers, including that teachers focus on vocal technique specific to male changing voices. Boys’ comments suggested a pattern of identity development consistent with the Possible Selves construct. This suggests that teachers can support adolescent male singers by addressing specific issues at specific points in a boy's process of voice change and identity development.

Type
Research Article
Information
British Journal of Music Education , Volume 32 , Issue 1 , March 2015 , pp. 87 - 106
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Copyright
Copyright © Cambridge University Press 2014 

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