Page 31 - IJPS-9-3

International Journal of
Population Studies Re-conceptualizing music education

Finally, self-fulfillment achieved through lifelong and hardship (Balsnes, 2017; Joseph & Southcott, 2014;
learning in music was a prominent theme among the 2015; 2018; Li and Southcott, 2015; Southcott and Li, 2018;
retained papers. Several researchers have focused on Southcott and Nethsinghe, 2019), including those living
adult piano learners (e.g., Haddon, 2017; Kang, 2016; with cognitive impairment (Clements-Cortes, 2014).
Pike, 2011; Taylor, 2010; 2011; 2012), demonstrating Attempts have been made to compare music-making
that learners were highly engaged, open to learning new with other leisure activities. For example, Maury and
things, and self-directed and that personal growth and Rickard (2022) explored whether choral participation
identity construction were closely entwined with the yielded more significant benefits for well-being in the
learning itself. Consistently, these studies have positioned long term (7 months) compared with the effects of
lifelong learning in music as a space for self-fulfillment involvement in an exercise group similarly characterized
through aesthetic experience (Redman & Bugos, 2019), by opportunities for social interaction and exposure to
the achievement of personal goals (e.g., Schmidt-Jones, music. A choir comprising 27 adults with a mean age
2018), or as an expression of personal motivation (Lee, of 66 was compared with an exercise class with a mean
2013; Li and Southcott, 2015; Pitts et al., 2015; Pitts & age of 74. Quantitative measures indicated that the
Robinson, 2016; Varvarigou et al., 2011; Woody et al., emotional well-being of both groups improved but that
2019), in turn contributing to enhanced quality of life there were no significant differences between the groups.
(e.g., Kaynak, 2018). For example, Perkins & Williamon Qualitative data showed that choir members considered
(2014) argued that subjective feelings of pleasure and singing together an intrinsically rewarding activity that
satisfaction in musical progress impacted positive well- contributed positively to their overall well-being. Likewise,
being, while several studies (Southcott and Joseph, 2015; over 7 months, Pearce et al. (2016) compared group
Southcott and Li, 2018; Southcott and Nethsinghe, 2019)
exploring the perceptions and experiences associated singing to other group activities (creative writing and
crafts classes). While all groups, comprising adults with a
with choir participation have reported that exploring new mean age of 60, did experience improvements in mental
musical horizons and learning new things contributed to and physical health and life satisfaction, there was no
the quality of life. Almost no papers critiqued the narrative
of self-fulfillment through music participation, although evidence that singing, in comparison with the other group
Barbeau & Mantie (2019) explored the phenomenon of activities, had a more significant impact on positive health
music performance anxiety among 35 New Horizons Band and well-being. A further comparative study (Perkins
& Williamon, 2014) explored the intersection of lifelong
participants. As expected at any age, those with higher
trait anxiety did experience higher MPA. Nonetheless, learning in music, well-being, and older adulthood,
the benefits, articulated as staying active cognitively and contrasting 32 older adult instrumental learners (drums,
feeling self-fulfilled, were deemed to outweigh any negative keyboard, recorder, learning in one-to-one or small group
experience of music performance anxiety. instruction or creative workshops) with 30 members
of the University of the Third Age involved in a shared
3.4.3. The universal value of music in the service of learning project. Quantitative measures suggested that
well-being all groups experienced increases in overall health-
promoting behaviors over 10 weeks. Follow-up interviews
Seventeen of the retained studies supported the idea were undertaken with 21 music learners, leading to the
of the universal value of music in the service of well-
being. For example, Roy et al. (2019) investigated the conclusion that enhanced well-being could be attributed
implications of group drumming sessions for 27 older to specific facets of music learning that included:
“(i) subjective experiences of pleasure; (ii) enhanced social
adults (mean age 76), 18 of whom lived with mild interactions; (iii) musically-nuanced engagement in day-
dementia. Through self-report measures, mood and
demeanor among all participants improved. Focusing to-day life; (iv) fulfillment of musical ambition; (v) ability
on singing, Abell et al. (2017) attributed improvements to make music; and (vi) self-satisfaction through musical
in well-being (comprising physical, mood, cognitive progress” (Perkins & Williamon, 2014, p. 559).
functioning, social connectedness, “flow-on” effects, and Finally, some studies have attributed more general well-
sense-of-self) to group singing among eleven older adults being to music learning and participation (e.g., De Araujo
living with Parkinson’s disease. Others have linked group & Da Rocha, 2019). In this vein, and drawing on 1 year of
singing to enhanced health and well-being among older observation as a leader of a band for senior citizens, Smith
adults, referring to positive outcomes such as enhanced (2012) discussed the therapeutic benefits of performance
cognitive, emotional, and physical well-being, spirituality, in later-life contexts, both for the band participants and the
resilience, autonomy, fellowship, and overcoming disease older adult audiences they performed for.

Volume 9 Issue 3 (2023) 25 https://doi.org/10.36922/ijps.383