Adult perspectives of learning musical instruments

Abstract

This article reports findings from a qualitative study of adults’ perceptions and experiences of learning musical instruments. Conducted in the south-east United States, 15 adults who were learning instruments were recruited via community music groups and private instrumental teachers. Analysis of transcripts of semi-structured interviews identified adults’ prior experiences in music, their motivations to learn instruments and learning goals, learning strategies they employ, the benefits that they attribute to their engagement in musical activities, and challenges faced. Findings inform instructors of instrumental music about why adults choose to learn instruments, their perspectives of learning and teaching, as well as the strategies that they use to engage in learning. Findings demonstrate the ways in which principles from the field of adult education might inform the continuing education of adult music learners.

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing

“…From our qualitative analyses, we demonstrated that older adults have a range of motivations for taking up a musical instrument, and for these novices, the ability to connect with others, and learn a respected skill is important. Learners require a balance between motivation, the challenge, and the resources available to meet those challenges, much like we see in other musical groups for older adult novices (Davidson et al, 2014;Roulston et al, 2015;Lamont et al, 2018), and in older adults who have continued music playing long-term (MacRitchie and Garrido, 2019). Our qualitative results highlighted the high level of musical sophistication that older adult novice learners could bring to music lessons, and their aspirations to create beautiful sounding music.…”

“…Older adults experience a myriad of psychosocial benefits from learning to play a musical instrument, even beginning as novices and training over relatively short-term periods (Jutras, 2006;Bugos et al, 2007;Taylor and Hallam, 2008;Seinfeld et al, 2013;Varvarigou et al, 2013;Creech et al, 2014;Roulston et al, 2015;Bugos et al, 2016;Bugos and Kochar, 2017). A recent scoping review of eleven studies found a correlation between music playing and cognitive benefits for older adults (Schneider et al, 2018).…”

“…An increase in music-specific self-efficacy for older adults can occur even over relatively short time-frames (Bugos et al, 2016). Older adults frequently cite the ensemble nature of musical activities as a motivating factor to continuing engagement in learning to play an instrument (Roulston et al, 2015), with the social aspect of the ensemble offering its own wellbeing benefits through developing new relationships and decreasing isolation. With this in mind, it is important to clarify how these group music instrument lessons can be delivered meaningfully to take advantage of these features.…”

Music Performance Anxiety and Perceived Benefits of Musical Participation Among Older Adults in Community Bands

“…With regard to the second research question, older adults reported multiple benefits derived from music making that they believed outweighed potential negative effects of MPA. Researchers have suggested that older musicians may prefer the learning experience associated with the process of music making over the end result of public musical performance (Achille, 1992; Bruhn, 2002; Roulston, Jutras, & Kim, 2016). This suggests that the journey to make music may be more enjoyable for them than the finality of a concert.…”

“…Encouraging peer support between members and helping musicians understand that the audience is not there to judge but rather to support them in their endeavors also could be effective strategies. Conductors should respect the fact that certain musicians may be reluctant to perform in front of people (Roulston et al, 2016).…”