Examining Cross-Age Experiences in a Distance-Based Intergenerational Music Project: Comfort and Expectations in Collaborating With Opposite Generation Through “Virtual” Exchanges

Abstract

There has been an increase in the number of music-based intergenerational programs conducted by music therapists as part of wellness and intergenerational music therapy programs. Research has shown that intergenerational music therapy programs have improved cross-age attitudes, interactions, and older adults' psychosocial well-being. Anecdotal evidence indicates that one of the challenges for creating music-based intergenerational programs is finding agencies that serve younger and older generations within close proximity to one another. We sought to remedy this problem with the integration of “virtual” technology. The purpose of this study was to examine changes in cross-age comfort, expectations after experiencing “virtual” exchanges, and preconceived notions of older and younger persons enrolled in a distance-based intergenerational project. A secondary purpose was to determine what intergenerational project factors were most enjoyable for older and younger participants. Eighteen older adults (61 through 79 years old) from an intact music-therapy choir along and 14 younger children from an intact community choir (9 through 14 years old) served as participants for the current study. All participants experienced the 4-week distance-based intergenerational program that consisted of: (a) two group “virtual” exchanges, (b) two reflective journals related to the “virtual” exchanges, (c) an in-person half-day music-therapy intergenerational workshop, and (d) a joint performance. Cross-age comfort, preconceived notions, expectations, and preference factors were examined through pre-test and post-test measurements. Results indicated an increase in older adults' comfort level collaborating with children after participation in the intergenerational music project. The majority of younger (64%) and older (69%) participants indicated that their preconceived notions about the other generation were different and positive from what they initially thought prior to the project. Both generations indicated an improvement in cross-age attitudes and interactions due to the collaboration process (“virtual” exchange, workshop, and joint-performance) and the cross-age interactions during the project. These findings suggest that music therapists can foster cross-age interactions and relationships between generations that are not within close proximity of one another by using a combination of “virtual” and “live” interactions as an intervention for enhancing the overall quality of life among older adults.

Using Music Technology Creatively to Enrich Later-Life: A Literature Review

“…Intergenerational asynchronous collaboration using an online platform was the focus of a study reported by Belgrave and Keown (2018). In their research, an established music therapy choir comprising older adults aged 61–79 collaborated in a project with a youth choir, aged 9–14.…”

A systematic review of the impacts of intergenerational engagement on older adults’ cognitive, social, and health outcomes

“…Generally positive perceptions of the younger generation at the outset were also personally validated and substantiated after participating in the programme in two other studies (Barnard, 2014;Belgrave and Keown, 2018). Notably, one of the qualitative studies revealed a substantial positive shift in the older adults' perceptions of young people, from generally negative views at the beginning of the programme to a positive image of the youths as helpful and relatable (Santini et al, 2018).…”

“…Six out of eight quantitative studies that statistically analysed the impacts of IE on cross-age attitudes, revealed their positive impact on older adults' perceptions of young people's skills and their personal qualities (e.g., teaching skills, trustworthiness; Gamliel and Gabay, 2014;Meshel and McGynn, 2004;Pinquart et al, 2000). Generally positive perceptions of the younger generation reported at the outset of the IE seemed to be validated and substantiated through participating in the programme (Barnard, 2014;Belgrave and Keown, 2018;Chapman and Neal, 1990;. Initially negative views were also improved substantially over the course of IE (Santini et al, 2018).…”

“…Participation improved older adults' ratings of children's teaching skills and knowledge contribution, as well as increased feelings of closeness to the younger generation (Gamliel and Gabay, 2014). Two studies also assessed a sense of comfort with cross-age groups, demonstrating a significant increase after 4 weeks of engagement (Belgrave and Keown, 2018), and time x group interaction effect for baseline vs 6 weeks, in which comfort increased in the intervention group (Sun et al, 2019).…”

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

“…We therefore find teachers who do not take advantage of all of the benefits of using technology in music education and do not pass these benefits on to students (Belgrave & Keown, 2018; Calderón-Garrido et al, 2019; Creech, 2019; Johnson, 2017; Webster, 2002). The exception to this is score editors, which have proven to be an ally, not just when editing and digitising scores, but also when composing, listening, developing music reading skills and so on (Brodsky et al, 2008; Wöllner et al, 2003).…”