Storying the musical lifeworld: illumination through narrative case study

Abstract

In addition to the exploration of the general, music education will continue to benefit from the study of personal meaning from the perspective of the particular. This idea aligns with the field of psychology where a strong case has been made for idiographic perspectives to act not only as support for but also as antidote to the prevalence of nomothetic viewpoints. To support the case for the particular, this study takes the form of a narrative case study portrait of the musical lifeworld of Jan Peterson, a musically dedicated school student. Purposefully, the research has set out to illuminate the complexity, depth, and uniqueness of individual music meaning and the nature of a particular “identity in music.” With implications for music education, many of the prime structures of personal meaning illuminated are those connected to music learning experiences and processes. The storied representation of individual musical lifeworld experience reveals how music may permeate life. Importantly, the study reinforces the case that music teachers should no longer simply teach a subject – but develop sensitivities to the nature of musical identity and musical life texts. The narrative portrait is accompanied by the theoretical and technical details that were considered when constructing a narrative case study portrait.