Article of Interest
Support Structures Contributing to Instrument Choice and Achievement Among Texas All-State Male Flutists
Published in No. 179, Winter 2009
Abstract
The purpose of this study was to examine social support structures that may contribute to instrument choice and achievement among successful high school male flutists. Participants included 18 males who earned a flute or piccolo position in a Texas All-State Band or Orchestra between 2003 and 2007. Each flutist participated in a semi-structured telephone interview that was recorded and transcribed for further analysis. Answers were coded to identify common experiences among the participants. Results demonstrated that most boys started playing the flute in conjunction with beginning band classes. Across all individuals interviewed, reasons frequently cited for choosing the flute included instrument timbre, physical appearance of the instrument, and social influences of friends who played the flute. Seventeen participants had studied with a private teacher, and most began instruction within 2 years of playing. The majority of flutists had multiple teachers throughout their years of study and participated in summer music camps. While most interviewees' parents were not actively engaged in music making, the majority of flutists cited them as their strongest means of support. Conversely, almost every participant reported initial teasing from classmates which dissipated when they began winning competitions. While most reported knowing few other male flutists, nearly all cited professional male flutists as their favorite recording artists, including James Galway, Jean-Pierre Rampal, and Emmanuel Pahud. Almost all participants described the All-State experience as their greatest musical achievement in high school, which helped inform their future career choices.
