Abstract:

The objective of this study is to determine the self-concept of the high school students having taken academic music education and those who have not. It is also investigated the differences of self-concept of academic music students regarding to time that they have been spending for practicing music. The data was gathered from 450 students, 121 of whom are taking academic music education and 329 of whom are general high school students, from different schools including Anatolian Fine Arts High School, Private Anatolian Fine Arts High School, Istanbul University State Conservatory, Kadıköy High School, Pendik High School, Private Middle East High School, and Yakacık High School. In this study, Piers-Harris self-concept scale was used to get data. The results indicated that the students who have been attending Istanbul University State Conservatory have more positive self-concept than the other students attending fine arts and general high schools. The students who have been practicing music (their main branches such as practicing their instruments or singing) more than three hours a day have more positive self-concept than the students practicing music less than three hours a day. In summarize the results showed that music education has a major impact on the development of positive self concept. Key words: self concept, music education

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