Relationships with music are at the core of music education. However, they are rarely studied from learners viewpoints—especially those of exceptionally motivated, advanced students—as they are incorporated into the theoretical underpinning or methodological stance of research in instrumental education. In this research project we follow the musical lives of ten advanced, mastery-oriented adolescent instrumentalists. The focus of this first report of our narrative ethnography is on how their relationships with music manifest in written narratives on the role of music and instrument learning in their life. While corroborating findings of previous research, the results demonstrate many idiosyncracies in the trajectories of our participants, including critical events. The results show that studying relationships with music and their development may reveal complex ecological systems in instrument learning and interconnected theoretical concepts, such as self-regulation, self-efficacy, agency, autonomy, identity, and metacognition. These phenomena—which can be challenging to differentiate, adapt, and apply in terms of learning practices—may seem far-removed from everyday musical practices, but can be consolidated when looking at relationships with music as gateways to the learning of musical instruments.

中文翻译：

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了解学习者与音乐的关系

与音乐的关系是音乐教育的核心。然而，它们很少从学习者的角度进行研究，尤其是那些积极主动的高年级学生，因为它们被纳入器乐教育研究的理论基础或方法论立场中。在这个研究项目中，我们追踪十位高级、精通的青少年乐器演奏家的音乐生活。我们的叙事民族志第一份报告的重点是他们与音乐的关系如何在关于音乐和乐器学习在他们生活中的作用的书面叙述中体现出来。虽然证实了之前的研究结果，但结果表明我们的参与者的轨迹存在许多特殊性，包括关键事件。结果表明，研究与音乐的关系及其发展可以揭示乐器学习中复杂的生态系统和相互关联的理论概念，例如自我调节、自我效能、代理、自治、身份和元认知。这些现象在学习实践方面可能难以区分、适应和应用，它们可能看起来与日常音乐实践相去甚远，但在将与音乐的关系视为学习乐器的门户时可以得到巩固。