Abstract
As career opportunities for classically and jazz trained musicians continue to decline, calls for change within undergraduate music instruction have drawn attention to shifting career skills of practicing musicians. The increased prevalence of tertiary popular music programs has highlighted the benefits of creativity-focused practices, with technology noted to facilitate such practices. Student construction of self-directed creative portfolios for career preparation can benefit from a focus on musical identity. As empirical research into individual identity development within technology-based educational settings is currently lacking, this setting presented a unique environment in which to explore identity development processes, and the implications of dynamic musical practices could provide a framework for developing curricula applicable to development of creative and multidisciplinary curriculum for the rest of tertiary music institutions. The purpose of this collective case study was to examine musical identity development of tertiary music students enrolled in a university-based popular electronic music program. Findings confirm the relevance of identity development specific to creative musical identity, continued change of musical identity and the influence of technology on identity development. This study supports the importance of creativity within musical practices of participants, while demonstrating that creative development and identity development are linked within the personal decisions and reflections which guide both processes. It should be considered what potential a focus on student musical identity development may have for teaching which seeks to prepare students for current and future evolution of musical careers.