GENDERED INSTRUMENTS

12 Mar

Gendered instruments

This is a chapter of my master thesis.

 

Is this still a fact, and what are we music educators doing in order to break with this cliché?

 

First, there is an extensive range of studies analyzing the gender-stereotypes of musical instruments. Hallam (2008) conducted a research among British school children aged between five and nineteen years, where she studied which instruments are the most gendered, and illustrates some of the possible reasons for those differentiations. According to her findings, girls’ (and women’s too) choice for an instrument depends on such factors as the shape or size of an instrument, its pitch and sound quality, and the physical characteristics necessary to play the particular instrument (Hallam, 2008: 7). In accordance with her results, girls are more probable to play small and higher pitched instruments, as example the flute, which is one of the most gendered musical instruments. 

 

As Gourse writes in her study about the jazz scene, female horn players experienced insults, or were even occasional physically attacked. It was unacceptable for men to see a woman blowing an instrument, which let to comments such as “I hate to see a woman do that” (Gourse, 1995: 8)

 

While today brass and woodwinds instruments are still extremely gendered, the saxophone is gender neutral. Amongst the various percussion instruments, there is a clear dominance of boys playing the Kit drums, whereas African drums are gender neutral.

 

Chart 1: Gendered Instruments (Hallam, 2008: 11-13)

 

 

Those numbers are conforming to traditional views on gender and practice of music instruments. Nicholas Cook wrote that practically all of Jane Austen’s female characters played the piano (1998: 106). This female preference for the piano, or keyboard is still ongoing today, as the research of Hallam (2008) proves.

Eklund Koza (1991) is noticing a comparable fact while examining the role of women in music as described in Godey’s Lady’s Book, popular in the nineteenth century. At that period, keyboard instruments were the most prominent among women, while men preferred instruments of the orchestral woodwind and string families such as violin and flute. The book does not mention any female musicians in connection with percussion or woodwind instruments (1991: 107).

 

As Zervoudakes and Tanur (1994, cited in Hallam, 2008: 9) remarked, a change in girls’ choice for instruments between 1959 and 1990 can be noticed, and one realizes that girls are gradually opting for both, ‘feminine’ and ‘masculine’ instruments.

 

It is important for girls or women to have role models. As Bruce & Kemp (1993, cited in Hallam, 29008: 9) found out, girls are more probable to choose a ‘masculine’ instrument if there are other female musicians playing that same musical instrument. This phenomenon has also been confirmed by Maite Hontelé, a Dutch trumpet player:

 

Well, girls find it in general nice to see that there is a woman who gives the lesson. Then they see that it is possible for a girl to play the trumpet. What I do while teaching is to support the girls in their choice to play the trumpet. (Interview on July 6th 2009)

 

She had two role models herself, from whom she could receive the confirmation that it is possible for women to play the trumpet successfully (interview on July 6th 2009).

May Peters, while teaching at the Puerto Rican conservatory was interestingly not only a role model for girls but also for her male students.

 

They [the male students] also tell me: wow, I think you are so great, Maestra! They even tell me that they would enjoy having a mother like me. This is for me the reason to be there; being a role model. (interview on August 3rd 2009)

 

A further influence is the social environment. Especially during the adolescence, peers have an enormous influence and one runs the risk of standing under enormous pressure if one is opting for ‘the wrong’ instrument (Hallam, 2008: 14). Again, the same occurred in the case of Maite Hontelé who found it extremely important in the early stages of her musical experience that female friends of hers played the trumpet as well (interview on July 6th 2009).

 

If, on the one side female musicians are slowly accepted playing ‘masculine’ instruments, on the other side one is still making differentiations in performance practices of women. The most apparent example is the one of female percussion players. Waxer states that, while men are playing the congas or bongos (both Afro-Caribbean percussion instruments used in Salsa, next to the timbales) mainly being seated, women are expected to play them standing up, since it is considered “unlady-like for a woman to be seated with her legs spread around a percussion instrument” (2001: 242).

She further mentions the female keyboardists, who also play standing up. The reason for this, according to Waxer, is the expectation that women show legs and dance while performing (2001: 242).

 

 

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