Learning to make music in older adulthood: a mixed-methods exploration of impacts on wellbeing

Rosie Burt-Perkins, Aaron Williamson

Onderzoeksoutput: ArticleAcademicpeer review

Uittreksel

Building on burgeoning research in the field of arts and health, this article explores the role that learning musical instruments can play in enhancing wellbeing in older adulthood. Despite an increasing focus on the role of learning in supporting mental wellbeing, there is strikingly little research that examines this in relation to music, or that explores wellbeing as a subjective phenomenon captured through mixed-methods enquiry. This research addresses this gap through two inter-related studies. Study 1 adopts questionnaire measures of wellbeing with 98 music-learning and comparison participants, concluding that learning in older adulthood offers significant wellbeing benefits, with music particularly enhancing some health-promoting behaviours. To explore in more detail what learning music means to older adults, Study 2 adopts qualitative methods with a sub-group of 21 music-learning participants, concluding that learning music can enhance subjective wellbeing through six mechanisms: (1) subjective experiences of pleasure; (2) enhanced social interactions; (3) musically-nuanced engagement in day-to-day life; (4) fulfilment of musical ambition; (5) ability to make music; and (6) self-satisfaction through musical progress. Drawing the two studies together, the article concludes by arguing for further research to contribute to the growing body of evidence placing music learning at the centre of healthy ageing agendas.
Originele taal-2English
Pagina's (van-tot)550-567
TijdschriftPsychology of music
Volume41
StatusPublished - 4 jul 2014

Keywords

  • muziek
  • lifelong learning
  • muziekonderwijs
  • gezondheidsbevordering
  • ouderen
  • subjectieve welzijn
  • gemenge methodes

Citeer dit

Burt-Perkins, Rosie ; Williamson, Aaron. / Learning to make music in older adulthood : a mixed-methods exploration of impacts on wellbeing. In: Psychology of music. 2014 ; Vol. 41. blz. 550-567.
@article{f6029a48cd2e4f74b238bc661d8296c4,
title = "Learning to make music in older adulthood: a mixed-methods exploration of impacts on wellbeing",
abstract = "Building on burgeoning research in the field of arts and health, this article explores the role that learning musical instruments can play in enhancing wellbeing in older adulthood. Despite an increasing focus on the role of learning in supporting mental wellbeing, there is strikingly little research that examines this in relation to music, or that explores wellbeing as a subjective phenomenon captured through mixed-methods enquiry. This research addresses this gap through two inter-related studies. Study 1 adopts questionnaire measures of wellbeing with 98 music-learning and comparison participants, concluding that learning in older adulthood offers significant wellbeing benefits, with music particularly enhancing some health-promoting behaviours. To explore in more detail what learning music means to older adults, Study 2 adopts qualitative methods with a sub-group of 21 music-learning participants, concluding that learning music can enhance subjective wellbeing through six mechanisms: (1) subjective experiences of pleasure; (2) enhanced social interactions; (3) musically-nuanced engagement in day-to-day life; (4) fulfilment of musical ambition; (5) ability to make music; and (6) self-satisfaction through musical progress. Drawing the two studies together, the article concludes by arguing for further research to contribute to the growing body of evidence placing music learning at the centre of healthy ageing agendas.",
keywords = "muziek, lifelong learning, muziekonderwijs, gezondheidsbevordering, ouderen, subjectieve welzijn, gemenge methodes, music, lifelong learning, music education, health promotion, older adults, subjective wellbeing, mixed methods",
author = "Rosie Burt-Perkins and Aaron Williamson",
year = "2014",
month = "7",
day = "4",
language = "English",
volume = "41",
pages = "550--567",
journal = "Psychology of music",
issn = "1741-3087",
publisher = "SAGE Publications",

}

Learning to make music in older adulthood : a mixed-methods exploration of impacts on wellbeing. / Burt-Perkins, Rosie; Williamson, Aaron.

In: Psychology of music, Vol. 41, 04.07.2014, blz. 550-567.

Onderzoeksoutput: ArticleAcademicpeer review

TY - JOUR

T1 - Learning to make music in older adulthood

T2 - a mixed-methods exploration of impacts on wellbeing

AU - Burt-Perkins, Rosie

AU - Williamson, Aaron

PY - 2014/7/4

Y1 - 2014/7/4

N2 - Building on burgeoning research in the field of arts and health, this article explores the role that learning musical instruments can play in enhancing wellbeing in older adulthood. Despite an increasing focus on the role of learning in supporting mental wellbeing, there is strikingly little research that examines this in relation to music, or that explores wellbeing as a subjective phenomenon captured through mixed-methods enquiry. This research addresses this gap through two inter-related studies. Study 1 adopts questionnaire measures of wellbeing with 98 music-learning and comparison participants, concluding that learning in older adulthood offers significant wellbeing benefits, with music particularly enhancing some health-promoting behaviours. To explore in more detail what learning music means to older adults, Study 2 adopts qualitative methods with a sub-group of 21 music-learning participants, concluding that learning music can enhance subjective wellbeing through six mechanisms: (1) subjective experiences of pleasure; (2) enhanced social interactions; (3) musically-nuanced engagement in day-to-day life; (4) fulfilment of musical ambition; (5) ability to make music; and (6) self-satisfaction through musical progress. Drawing the two studies together, the article concludes by arguing for further research to contribute to the growing body of evidence placing music learning at the centre of healthy ageing agendas.

AB - Building on burgeoning research in the field of arts and health, this article explores the role that learning musical instruments can play in enhancing wellbeing in older adulthood. Despite an increasing focus on the role of learning in supporting mental wellbeing, there is strikingly little research that examines this in relation to music, or that explores wellbeing as a subjective phenomenon captured through mixed-methods enquiry. This research addresses this gap through two inter-related studies. Study 1 adopts questionnaire measures of wellbeing with 98 music-learning and comparison participants, concluding that learning in older adulthood offers significant wellbeing benefits, with music particularly enhancing some health-promoting behaviours. To explore in more detail what learning music means to older adults, Study 2 adopts qualitative methods with a sub-group of 21 music-learning participants, concluding that learning music can enhance subjective wellbeing through six mechanisms: (1) subjective experiences of pleasure; (2) enhanced social interactions; (3) musically-nuanced engagement in day-to-day life; (4) fulfilment of musical ambition; (5) ability to make music; and (6) self-satisfaction through musical progress. Drawing the two studies together, the article concludes by arguing for further research to contribute to the growing body of evidence placing music learning at the centre of healthy ageing agendas.

KW - muziek

KW - lifelong learning

KW - muziekonderwijs

KW - gezondheidsbevordering

KW - ouderen

KW - subjectieve welzijn

KW - gemenge methodes

KW - music

KW - lifelong learning

KW - music education

KW - health promotion

KW - older adults

KW - subjective wellbeing

KW - mixed methods

M3 - Article

VL - 41

SP - 550

EP - 567

JO - Psychology of music

JF - Psychology of music

SN - 1741-3087

ER -