Older Adults Involvement In Music

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As the world population is aging at a remarkable rate in history where population increases and the retirement age lowers, the aging population may find extra moment and time doing different kinds of activities. A plenty of elderly people in the community still anticipate in learning new things, energized and look forward to active lifestyles. With such desires, many older adults will seek lifelong learning activities (Cross, 1981; Verduin & McEwen, 1984; Wise, 1997). Many older individuals will experience more productive years beyond retirement (Cross, 1981; Verduin & McEwen, 1984; Wise, 1997).

A quote from the late music philosopher Christopher Small who said “making music is valid at every level, from beginner to professional, children
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31), and that involvement in music is perceived to improve quality of life through providing opportunities for sharing and connecting, linking life events, enhancing well-being, experiencing therapeutic benefits, engaging in spirituality, and structuring daily lives (Hays & Minichiello, 2005). According to Hallam et al. (2013) who found that adult participants of community music activities report social, cognitive, emotional, and health benefits from participating in musical activities and reports from their studies explore various aspects of older adults’ experiences in music-making.

Research studies investigating adult music participants have identified benefits and motivating factors. Among personal benefits, fun, enjoyment, and pleasure are frequently mentioned in the adult music literature (Cavitt, 2005; Hall, 2001; Turton & Durrant, 2002), and Cooper (2001) noted that personal pleasure was an important motivating factor for adult piano students. Other researchers have noted the importance of accomplishment and personal satisfaction that comes with music study (Cavitt, 2005; Coffman, 1996).
Researchers of adult music study have also identified benefits
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Learners who take part in learning instruments on one to one basis or as part of ensembles, or playing music in a group were usually a motivating factor. The participants in this study described music-making “as a means for interaction with others” as well as “developing a new skill” and “reminiscing”. They included that other than learning to play a repertoire, they gain knowledge about technical mastery, the experience of participating in an ensemble, and developing skills in reading and interpreting music. Some of the adult learners stated that playing an instrument could also effectuate emotions and memories related to family members. There are also participants who were motivated to play music as it helps them to recover their health issues and improving cognitive abilities. For example, by focusing on practicing the violin, the participant was distracted with her symptom reduction from her chronic pain. While another participant improved his breath control by learning to play the tenor saxophone where he was diagnosed with arthritis and he is proud with this success. With the inter-related factors including emotional, social, physical, and cognitive factors, these lead to continuous motivation for adults in learning music regardless of
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