Instrumental learning, identity, and student-teacher interaction in a secondary music school: a case study from Italy

Abstract

This study examines how teacher student interaction influences musical identity development at a secondary music school in Italy, and how the space and the social structures surrounding it shape these interactions. Two theoretical frameworks informed the research: Ellsworth’s (2005) concept of transitional space—defined as a space of ‘learning, change and becoming’ (p. 30)—and Bourdieu’s (1986) notion of habitus, referring to the internalised dispositions and social conditioning that influence behavior. A case study approach was adopted, conducted from September 2022 to March 2023, using a combination of data collection methods: semi-structured interviews with teachers, students, and parents; observations of music lessons and rehearsals; teachers’ written and verbal notes; and students’ photovoice.

The findings highlight the significant role of verbal and nonverbal communication in instrumental learning, with humour emerging as a key element in verbal interaction. The study also underscores how school spaces and habitus influence musical development. Moreover, it reveals how teacher-student interactions and broader social structures shape students’ musical identities.

This research aims to illuminate the lived experiences within secondary music schools in Italy, offering a reflective analysis of teacher-student dynamics, the social environments of learning, and the formation of musical identity. Ultimately, the study aspires to raise awareness among teachers, scholars, and researchers about these factors, encouraging improvements in instrumental and group music learning.