Myers-Briggs Characteristics

MacLellan, C. R. (2011). Differences in Myers-Briggs Personality Types Among High School Band, Orchestra, and Choir Members. Journal Of Research In Music Education, 59(1), 85-100.

A musician’s distinct personality type can often be characterized by their instrument choice and from the ensemble that they play in. This study observed the differences in the personality types of High School Band, Orchestra, and Choir members. The Meyer-Briggs Personality Type Indicator (MBTI) was given to 143 Band members, 99 Orchestra members, and 107 Choir members. In this study, Orchestra refers to a strings only ensemble and Band refers to brass and woodwinds; Percussionists aren’t mentioned in the article.

There is substantial evidence that personality

type coincides with instrument choice, however, there is little evidence to support personality differences for specific instruments. The significant results focus on personality differences found between instrument families. It was found that woodwind players were characterized by shyness and self-sufficiency and brass players displayed lower scores on intelligence and sensitivity. String players were labeled as more conservative and emotionally sensitive than wind players. Choir students were found to be much more extraverted than the instrumentalists and displayed high levels of sensitivity. There was a larger amount of introverted students in band and orchestra; however, the classes were almost evenly split (56-43%). There were no substantial personality differences found between band and orchestra students. The main difference was that Choir students were found to be more extraverted than Instrumental students.
It is important for educators to know the personality types of the individual students in their ensembles, in order to teach, rehearse, and understand them on a personal level. This information affects the way we administer tests, structure curriculum, and teach individual lessons.
Points for Discussion
• What are ways that we, as educators, can test extraverted and introverted students fairly and in ways that they are set up to be successful?
• What makes musicians with certain personality types attracted to specific instrument families?
• What makes musicians with certain personality types attracted to specific ensembles?
• Knowing personality types helps educators to understand how their students learn and operate, is it beneficial for teachers to administer this test to their students?
• How can we, as educators, use our knowledge about personality types to support and guide our students without limiting and stereotyping them?