Abstract This chapter focuses on children’s developing musical identities and the ways in which these relate to the experiences that children have at school in terms of music. I begin by considering what we mean by musical identities and how they might develop, drawing on social psychological and socio-cultural approaches such as Bronfenbrenner’s (1979) ecological model of development. The perspectives of policy and practice concerning children’s involvement with music in England and Wales are reviewed. Research evidence is then presented to illustrate how children’s perceived musical identities develop over time and under different conditions. Studies are reviewed of children’s attitudes towards music in relation to their actual experiences with musical activities, both in and outside school.
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