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This article reports analysis of interviews with 85 boys from England, Greece, Ireland and Spain about the voice change, school singing and choral music instruction. Consistent, former, and self-described non-singers were included. Data suggest consistency with much of the existing narrative literature about the experience of voice change. Unique topics included a sense of identity loss during voice change. Issues related to gender and sexuality-based bullying were explored. Boys offered numerous recommendations for teachers, including that teachers focus on vocal technique specific to male changing voices. Boys’ comments suggested a pattern of identity development consistent with the Possible Selves construct. This suggests that teachers can support adolescent male singers by addressing specific issues at specific points in a boys’ process of voice change and identity development.


This is an Author Accepted Manuscript version of an article published as:

Freer, P. K. (2014). Perspectives of European Boys about their Voice Change and School Choral Singing: Developing the Possible Selves of Adolescent Male Singers. British Journal of Music Education. doi: 10.1017/S026505171400031X

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