Jason Goopy
Biographic Data
| ID | 9297302 |
|---|---|
| NAME | Jason Goopy |
| GIVEN NAMES | Jason |
| FAMILY NAME | Goopy |
| SIGNATURE | GOOPY J |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0001-8766-1458 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Young people healing and growing in trauma-informed positive music education
Trauma-informed positive education (TIPE) is a recent approach that combines trauma-informed practices and strengths-based positive psychology. This study investigated how young people use music to heal and grow in a community music education programme informed by TIPE. A narrative inquiry was conducted at an Australian community music organisation supported by a global record label to offer a specialised programme developing music and life skill…
Music learning and school-aged children’s and adolescents’ wellbeing
There is compelling evidence that music can support young people’s wellbeing, particularly through music listening to and making. In this article we report a systematic review of music learning and wellbeing literature to offer a new perspective on learning music as a wellbeing strategy. In this review, we investigated (a) what definitions and theories of wellbeing have been used; (b) what methodologies have been employed, particularly measuremen…
Psychological needs and wellbeing in community music education for young people experiencing challenging life circumstances
Improving the wellbeing of young people is an international priority. Community music education programs (CMEPs) are increasingly recognized as an empowering environment for participants to learn healthy life strategies in addition to music. This qualitative case study used the theoretical lens of Self-Determination Theory (SDT) to investigate how a CMEP in regional Australia satisfied the psychological needs and enhanced the wellbeing of adolesc…
Becoming singular
This study uses identity process theory to understand the social–psychological processes that motivate individuals to construct an identity in which music, singing, and singing teaching feature prominently. We conducted reflexive thematic analysis of semi-structured interviews with 10 Australian singing teachers (with an average age 60) to understand how they enacted identity principles that motivate identity construction and maintenance. Finding…
Early-career music teachers’ perspectives of their initial teacher education program in China
Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualit…
The experiential salience of music in identity for singing teachers
Professional musicians with strong identities in music may also have a high degree of music in their identities. Accordingly, a rigid identification with work may be problematic for musicians, particularly when forces beyond their control change their work circumstances. In this study, we conducted semi-structured interviews with 10 singing teachers, representing a subset of professional musicians, and used interpretative phenomenological analysi…
Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values
Adolescents require meaningful and achievable musical possible selves to imagine a future that includes music. Previous research has investigated how to support tertiary music students in their career identity development; however, adolescents make consequential decisions regarding future music study and career intentions in secondary school. This article reports on the intersections and conflicts between adolescent boys’ musical possible selves,…
Children’s identity work in daily singing-based music classes
Music can be a powerful activity and resource in a child’s ongoing identity construction. Rather than something that people have, musical identities are understood to be something people enact and continually work on. The correlation between musical identities and developing music skills raises serious questions regarding the possibilities and responsibilities for school music education and music teachers to positively contribute to children’s em…
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Children’s identity work in daily singing-based music classes
Music can be a powerful activity and resource in a child’s ongoing identity construction. Rather than something that people have, musical identities are understood to be something people enact and continually work on. The correlation between musical identities and developing music skills raises serious questions regarding the possibilities and responsibilities for school music education and music teachers to positively contribute to children’s em…
Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values
Adolescents require meaningful and achievable musical possible selves to imagine a future that includes music. Previous research has investigated how to support tertiary music students in their career identity development; however, adolescents make consequential decisions regarding future music study and career intentions in secondary school. This article reports on the intersections and conflicts between adolescent boys’ musical possible selves,…
Early-career music teachers’ perspectives of their initial teacher education program in China
Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualit…
The experiential salience of music in identity for singing teachers
Professional musicians with strong identities in music may also have a high degree of music in their identities. Accordingly, a rigid identification with work may be problematic for musicians, particularly when forces beyond their control change their work circumstances. In this study, we conducted semi-structured interviews with 10 singing teachers, representing a subset of professional musicians, and used interpretative phenomenological analysi…
Becoming singular
This study uses identity process theory to understand the social–psychological processes that motivate individuals to construct an identity in which music, singing, and singing teaching feature prominently. We conducted reflexive thematic analysis of semi-structured interviews with 10 Australian singing teachers (with an average age 60) to understand how they enacted identity principles that motivate identity construction and maintenance. Finding…
Young people healing and growing in trauma-informed positive music education
Trauma-informed positive education (TIPE) is a recent approach that combines trauma-informed practices and strengths-based positive psychology. This study investigated how young people use music to heal and grow in a community music education programme informed by TIPE. A narrative inquiry was conducted at an Australian community music organisation supported by a global record label to offer a specialised programme developing music and life skill…
Music learning and school-aged children’s and adolescents’ wellbeing
There is compelling evidence that music can support young people’s wellbeing, particularly through music listening to and making. In this article we report a systematic review of music learning and wellbeing literature to offer a new perspective on learning music as a wellbeing strategy. In this review, we investigated (a) what definitions and theories of wellbeing have been used; (b) what methodologies have been employed, particularly measuremen…
Psychological needs and wellbeing in community music education for young people experiencing challenging life circumstances
Improving the wellbeing of young people is an international priority. Community music education programs (CMEPs) are increasingly recognized as an empowering environment for participants to learn healthy life strategies in addition to music. This qualitative case study used the theoretical lens of Self-Determination Theory (SDT) to investigate how a CMEP in regional Australia satisfied the psychological needs and enhanced the wellbeing of adolesc…
Diverse Music Education Insights (8 works) · Music education (7 works) · Neuroscience and Music Perception (7 works) · Psychology (6 works) · Pedagogy (5 works) · Aesthetics (4 works) · Music Therapy and Health (4 works) · Musical (4 works) · Visual arts (4 works) · Art (3 works)