Page 33 - IJPS-9-3

International Journal of
Population Studies Re-conceptualizing music education

identification of research participants as older adults was a have different aims and objectives than those for adults
criterion in the selection of studies in this study, this does particularly as beginner learners. Hence, we call for more
not eliminate the fact that older people represent all forms participatory intergenerational perspectives that could
of intersectional identities, not just their age, which seems address the voice and the power of aged participants first
to be ignored entirely in the field of research. and foremost as music learners among other dynamics of
Alongside the analysis of the design of the studies their intersectional identities (Holman & Walker 2021).
included in the systematic review, we noted a lack of Our qualitative meta-synthesis offers a basis for further
discussion about ethics and approaches to learning and development of older adult music education research and
teaching, in other words, the pedagogical needs of older practice (Aspfors & Fransson, 2015), which may, in turn,
adult participants. A great majority of the studies reported have a significant impact on currently changing societal
relatively positive findings without critically evaluating attitudes, as manifested in the new discourses on aging
the possible anxieties or discomfort related to musical that support the exploration of different types of political
participation. Instead, it seemed to be a recurring surprise action and identity formation in later life (e.g., Powell &
for the researchers that older people can successfully take Gilbert, 2009) for which music and its different creative
part in learning processes and gain musical skills and forms offer a fruitful ground (e.g., Dabback, 2010, Laes,
knowledge. This finding highlights our critique that a well- 2015; Creech, 2019; Creech et al., 2020). Furthermore,
being discourse alone does not necessarily recognize the acknowledging that “understanding how older adults have
varying needs of individuals and communities. been portrayed would provide a foundation on which
future scholarship can build” (Chen et al., 2008), this study
Regarding the conceptualization of lifelong learning
in and through music, we found an emphasis on self- presents a critical stance on the underlying assumptions
and rationales relating to the later-life and the relevance
fulfillment and developmental possibility as critical of music learning and participation, as represented in the
parameters of a successful music learning experience. research literature. As a practical implication drawn from
Second, social connectedness was distinctive in the this study, we propose positively highlighting the older
analysis as a consistent signifier of meaningful learning adults’ right to age in terms of self-defined well-being and
in later life. We could compare this to music education a sense of meaningfulness in and through music learning
with younger participants that often emphasizes more and musical participation. As life expectancy increases
individualized meanings such as musical development along with prolonged active leisure time, re-creation
or musical identity. Third, the universal value of music becomes more critical than recreation (Gratton & Scott
in service of well-being was a cutting-edge discourse in 2017, p. 10). In other words, increased leisure time cannot
several studies, if not in terms of the study aims or main be just idle waste of time, but filling life with meaningful
findings, at least as a general key outcome mentioned in experiences and creating a sense of purpose through social
musical activities with older adults. Finally, the coherence networks and devoted activities become central to the
in lifelong musical experience can be summed up in key pursuit of “good aging.”
ideas about music as a bridge between the past and the
present and as a builder (or preserver) of identity. Path 5. Conclusions
dependence was also somewhat emphasized, that is, the
fact that a previous musical background is thought to Our systematic literature review of articles concerning
predict a more active commitment to music in old age. older adults and music learning/participation published
Much research has been about older adults as a distinct between 2010 and 2020 showed that the predominant
group that can be defined, categorized, and studied. As values and beliefs were expressed through five higher-
our focus in this study was on the later phase of the adult order concepts that conveyed the importance of social
life course, we did not look deliberately for studies of connection, the fulfillment of personal goals, the universal
intergenerational learning. However, it must be noted that value of music as a promoter of well-being, music
in music education research in general, intergenerational participation and its relationship to lifelong musical
contexts are often located in the field of community music, experience, and developmental possibility. The agency and
while research related to music learning — one of the main the intersectional dynamics of identities regarding gender,
foci of this research — is largely based on the idea of age- sexual orientation, ethnicity, cultural background, or dis/
specific pedagogy. For example, age-specific approaches ability among the older adult participants described in the
to pedagogy are reinforced by silo thinking that is studies appeared to be predetermined and narrow.
inspired by the conservatory tradition, where teaching The findings of this study must be seen in the light of
activities aimed at children and young people typically some limitations. The databases used as well as the selection

Volume 9 Issue 3 (2023) 27 https://doi.org/10.36922/ijps.383