Adolescents on Music

Cover\nAdolescents on Music\nCopyright\nDedication\nContents\nPreface\nAcknowledgments\n1. Opening Ideas\nWhy do you make music?\nWho Are Adolescents?\nWhy the Title Adolescents on Music?\nWho Are These Adolescents on Music?\nBeing Musical\nThree Key Ideas Related to This Definition of Musical Identity\nWho Are “We” and Other Pronoun Matters\nFocusing on the Here and Now\nWrap Up: How Adolescents on Music Is Organized\nPart I Overview\nInterlude: Jacob\nInterlude: Mark\n2. Musical Identity\n	How do you describe your musical development?\n	Active Construction (Beginnings to Approximately Age 7)\n		Early Musical Identities\n	Emerging (Approximately Ages 8–​12)\n		Parent and Teacher Influence\n		Private Lessons and Community Music\n		Peer Presence and Sibling Influence\n		Challenges to Emerging Identities\n		Leadership and Independence\n		Emerging Musical Selves\n	Developing (Approximately Ages 13–​15)\n		Increased or Initiating Participation\n		Pivotal Moments: Identity Confirmation, Confusion, and Reclamation\n		Watching and Learning from Other Artists\n		Transitions in Identity\n	Musical Identity as Feeling Musical\n	Focusing (Approximately Ages 16–​19)\n		Decisions and Specialization\n		My Artistic Voice\n		My Unified Sense of Self\n	Wrap Up: Feeling Musical as a Dynamic Process\nInterlude: Mariam\nInterlude: Lee\n3. How I Think\n	How do you learn to musick? What is difficult about learning music?\n	Brain Growth\n	Challenges to Adolescents’ Brains\n	Self-​Determination Theory\n		Basic Needs\n		Internalization\n		A Brief Intersection: Creative Thinking\n	Self-​Theories\n	Wrap-​Up: Communication and Modeling\nInterlude: Amy\n4. How I Feel\n	What does music mean to you? What challenges have you faced  in your musical development?\n	Building Blocks to Musical Agency: Perseverance and Vulnerability\n	Musical Agency\n		Self-​Regulation, or “Working It Out”\n		Self-​Transformation\n		Connecting Self and World\n	Wrap Up: Holistic Teaching, Purpose, and Spark\nPart I Summary\nPart II Overview\nInterlude: Leonardo\nInterlude: Luke\n5. Finding Belonging\n	What is it like to musick with others?\n	The Need to Belong\n	Relational Bonding and Attachment to Key Individuals\n		Bonding with Peers\n		Initiating Friendships\n		Feeling Alone\n		Developing Relationships with Educators and Mentors\n	Responsibility to Others\n	Opportunities to Musick in Ways that Elevate Shared Experience\n	Developmental Assets\n	Wrap Up: Developmental Assets Exercises\nInterlude: Jay\nInterlude: Zoe\n6. Experiencing Community\n	Describe the social aspects of your musicking. How do you involve other people in your musicking?\n	Community Psychology\n		Membership\n		Influence or Trust\n		Integration and Fulfillment of Needs or Trade\n		Shared Emotional Connection\n	Communitas\n		Normative Communitas\n		Ideological and Spontaneous Communitas\n	Communities of Practice\n		Mutual Engagement\n		Joint Enterprise\n		Shared Repertoire\n		Levels of Participation\n	Challenges to Community and Ways Forward\n	Wrap Up: What Are Musicking Communities?\nInterlude: Claudio\nInterlude: Caroline\n7. Growing Social Identity\n	What is it like to musick in a group?\n	What Is Social Identity, and Why Is It Important?\n		Categorization and Social Comparison\n		Working Out Identity Questions\n		Musicking In and Out of School\n		Who Is a Musician?\n	Social Mobility, Social Change, and Social Creativity\n	Ways Forward: Positive Social Identity\n	Wrap Up: Community Values\nInterlude: Olivia\nInterlude: Lynne\nPart II Summary\nPart III Overview\nInterlude: Jason\n8. Emerging Leadership and Giving Back\n	How do adolescents articulate future visions of themselves?  Why are adolescent futures important?\n	Embracing Compassion and Care for Others\n	Giving Back to Their Communities\n	Reaching Out to Change the World\n	Uncertain but Still Reaching\n	Leadership\n		Leadership Is Purposeful\n		Leaders Are Inclusive and Value Difference\n		Leadership Is Empowering\n		Leadership Is Ethical\n		Leadership Is Process-​Oriented\n	Hope\n	Critical Hope\n	Wrap Up: Exploration, Access, and Revisiting Role Models\n		Access Is Critical\n		Impactful Leaders as Role Models\nInterlude: Lyla\nInterlude: Anna\n9. Listening and Advocating for Adolescent Musicking\n	How do we advocate for adolescent self-growth through musicking? What are our roles as adolescent supporters?\n	Challenging Adolescents to Become Themselves\n	Helping through Transitions and Minding the Gap\n	Extending Our Reach\n		Local Broker or Coordinator\n		Itinerant Broker\n		Gatekeeper\n		Representative\n		Liaison\n	Radical Listening\n	Wrap Up: Dynamic Possibilities\nInterlude: Carlos\nInterlude: Michael\n10. Why Music Matters to Adolescents\n	Why do adolescents make music? What roles does musicking fulfill in adolescents’ lives?\n	Experiencing Mutuality\n	Belonging and Acceptance\n	Making Sense of My Place in the World\n	Feeling Competent\n	Embracing Elaboration\n	Ritualization: Connecting Experiences into a Realized Whole\n	Wrap Up: Why Do Adolescents Make Music?\nAppendix: Researching Adolescents on Music\nReferences\nIndex