Author Identifier
Selena Sanzana: http://orcid.org/0009-0009-2288-2351
Date of Award
2026
Keywords
Music education, choral, singing, community music, values, children, parents, narrative inquiry, draw and tell, share and tell
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Master of Education
School
School of Education
First Supervisor
Jason Goopy
Second Supervisor
Julia Morris
Abstract
Parents’ values of music education can have consequential implications on their children’s access to learning music. Schwartz’s theory of basic values provides a lens for examining the underlying guiding principles that influence individuals’ behaviours. This study investigated children’s perspectives of their parents’ music education values, as well as the influence of parents’ values on children’s lives. A narrative inquiry using arts-based methods was conducted with six children aged between 8 and 10 who were members of a children’s community choir in Perth, Western Australia, along with their parents. Data were generated using individual share and tell interviews with children and their parents. Participants were invited to draw or bring an item to share, reflecting on their music education values and their influence. Data were analysed using a two-stage approach: narrative analysis and reflexive thematic analysis of narratives. Firstly, six child-parent composite narratives incorporating drawings and photos were constructed, revealing the complex and influential interaction between child and parent music education values. A reflexive thematic analysis of the combined narratives derived themes structured by the study’s research questions, providing insight into parents’ music education values, children’s perspectives on these values, and their influence on children. The thesis reveals a window into context-activated values as they occur within music education. Key themes crafted around the values framework were that values may be synchronised within families and that the same value may be activated in different ways and in doing so, causes opposing behaviour from the same impetus for both parents and children. This study offers new insight into experiences and reasoning that may support a high valuing of music education in children’s formative years for both parents and children. The research identifies strategies to create meaningful change in access to and opportunities in music education, contributing to a more equitable, inclusive approach.
Access Note
Access to this thesis is embargoed until 25th April 2031
Recommended Citation
Sanzana, S. (2026). Narratives of children’s perspectives of their parents’ music education values in a community choir. Edith Cowan University. https://doi.org/10.25958/myf7-a916