Perceived benefits of active engagement with making music in community settings

Hallam, Susan; Creech, Andrea; Varvarigou, Maria; McQueen, Hilary

doi:10.1386/ijcm.5.2.155_1

Cited by 48 publications

(40 citation statements)

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“…Overall, when questioned about what was special about music as opposed to other activities, many participants attributed positive benefits to the creative and expressive qualities of music. [ 18,19 ]…”

Section: Resultsmentioning

confidence: 99%

Can active music making promote health and well-being in older citizens? Findings of the music for life project

Hallam¹,

Creech²

2016

London Journal of Primary Care

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Although there is now an accepted need for initiatives that support older people’s well-being, little attention has been paid to the potential for music making to effect a significant contribution to the quality of life of older people. The research summarised here explored the role of music in older people’s lives and how participation in community music making can enhance their social, emotional and cognitive well-being. The research comprised three UK case study sites, each offering a variety of musical activities. At each site, a sample of people aged 50+ (total N = 398), some of whom had recently begun musical activities and others who were more experienced, were recruited to complete questionnaires that assessed quality of life. A control group (N = 102) completed the same measures. In-depth interviews were carried out with a representative sample, followed by observations of musical activities, focus groups and interviews with the facilitators of the activities. Higher scores on the quality of life measures were found consistently among the music participants, in comparison with the control group with ongoing benefits into the 4th age. Analysis of the qualitative data demonstrated: (1) cognitive benefits including challenge, the acquisition of new skills, a sense of achievement, and improvements in concentration and memory; (2) health benefits including increased vitality, improved mental health and mobility and feelings of rejuvenation; and (3) emotional benefits including protection against stress, protection against depression, support following bereavement, a sense of purpose, positive feelings, confidence and opportunities for creativity. Participants also identified a number of barriers to participation including lack of information about opportunities for making music. Ways that GP surgeries might support participation in music making are considered.

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Section: Resultsmentioning

confidence: 99%

Can active music making promote health and well-being in older citizens? Findings of the music for life project

Hallam¹,

Creech²

2016

London Journal of Primary Care

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“…Our findings show that this presenting to others appears only in the last phase. Regarding the preparation tools, it appears that students report making greater use of recordings as their expertise develops (Hallam et al, 2012). However, recordings or performing for others could be used sooner in order to optimize the time the students have to prepare for a performance exam.…”

Section: Discussionmentioning

confidence: 99%

Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam

et al. 2020

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Performing at the very highest levels requires rigorous preparation before the important performance. Musicians and especially music students encounter many challenges when preparing themselves for an important musical performance. This study sought to identify and analyze the context-specific temporal organization and self-regulation efforts that music students employ during their preparation period. Conservatory musicians were recruited from an Australian University Conservatorium. Thirteen conservatory musicians aged between 19 and 21 years (M = 19.6; SD = 0.76) participated in the study. All musicians, through an elicitation interview, were asked to recall and reconstruct their preparation period, leading up to a performance exam. Elicitation interviews provided access to music students' experiences by describing their general preparation. The results showed that conservatory musicians go through different phases (Phase 1: Choosing a piece; Phase 2: Piece discovery; Phase 3: Piece interpretation; Phase 4: Performance preparation). Self-regulatory efforts to prepare for a music performance exam vary from one musician to another. Organizational and disorganizational competencies, specific self-regulatory skills, seem not to be exploited by conservatory musicians. Also, during their preparation, most music students prefer technical and musical work than challenges such as playing in front of the public. Emotionally, conservatory musicians go through pleasant and unpleasant emotions depending on the phase of their preparation. Our results show that music students could benefit from advice on how to organize their preparation period well before an important performance takes place. Implications for conservatory musicians and teachers are discussed.

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“…Participants reported that community musical theatre offers socially and musically meaningful experiences, similar to the social support found by Carucci (2012) in adult community bands and Hallam et al (2012) in the Music for Life Project. Beyond this, community musical theatre offers opportunities for different generations to interact in participant experiences with results similar to those reported by Varvarigou et al's (2001) intergenerational project where people over 50 participated in structured musical opportunities with students in two East London primary schools.…”

Section: Overview Of the Ethnographymentioning

confidence: 58%

In their own terms, on their own terms: Capturing meaning in community musical theatre cast member e-journals

Bracken¹

2015

International Journal of Community Music

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in their own terms, on their own terms: capturing meaning in community musical theatre cast member e-journals aBstract Community musical theatre actively engages individuals in music-making and dramatic performances across the United States. Through these productions, enthusiastic volunteers are afforded socially and musically meaningful opportunities to perform alongside other members of their community. While a large body of scholarly musicological and historical literature on American musical theatre exists, little work has been done to engage individuals involved in these community productions in an attempt to understand reasons for participation or to examine the meaning found in participation. In response to this gap in the literature, this article reports research from an intensive ethnographic study of a Florida community group as they present a production of Maury Yeston's blockbuster musical Titanic. In addition to ethnographic observation and interviews, e-mail-based cast member journals (e-journals) were used as a way to explore participants' experiences as the show progressed. E-journal entries are the focus of this article, discussed here in terms of the meaning they capture and the general utility of the methodology. Consideration 298

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Perceived benefits of active engagement with making music in community settings

Cited by 48 publications

References 0 publications

Can active music making promote health and well-being in older citizens? Findings of the music for life project

Can active music making promote health and well-being in older citizens? Findings of the music for life project

Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam

In their own terms, on their own terms: Capturing meaning in community musical theatre cast member e-journals

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