Narrative case studies of musical lives: a methodological approach to socio-musical meaning

This paper describes the methodological procedures and issues of a study-in-progress that explores the meaning and significance of music in the lives of a group of senior high school music students. The study seeks to gain insight into the students' life-world experiences, idiosyncratic responses and meanings constructed within their relationships with music and music learning communities. Interpretations of interview and observation data are presented in the form of individual case studies, which are storied representations of the students and their musical 'realities'. In this paper I argue that narrative inquiry into socio-musical meaning has important implications for teaching by providing insight into life-world experience. This may help put our 'objective world' of professionally constructed knowledge into perspective by bringing 'situational appropriateness' to the foreground. If we are predominantly focussed on 'reconstructed logic' and objective forms of musical knowledge we may disconnect students from themselves, their storied musical identities and imaginations. Importantly, it is quality experiences with these that will assist a deepening personal relationship with music. In addition, I highlight the usefulness of the 'narrative mode' as a research tool. A case study excerpt demonstrates interpretive processes used while writing a 'new ethnography' that is informed by narrative theory