The Adult Music Student: Making Music throughout the Lifespan
- Author: Pike, Pamela
Book
$56.50Printed on demand
Contents
- Dedication
- Forthcoming
- List of Figures
- Organization of the Book
- Acknowledgements
- Table of Contents
- Prelude: Introduction to Making Music Throughout the Lifespan
- Introduction
- Section One: Characteristics of Adult Learners: Andragogy, Lifespan Development, Physical Traits & Cognition
- Chapter 1: Learning Music as an Adult: Andragogy in Action
- Opening Vignette
- 68-year-old Semi-retired Therapist and Aspiring Pianist
- Introduction
- Andragogy 101
- Instructor as Facilitator
- Considerations for the Music Studio
- Need to Know, Self-Concept and Prior Musical Experiences
- Max, the violinist
- Readiness, Orientation and Motivation to Learn
- Chloe, the pianist
- Conclusions
- Andragogy in Action
- Notes
- References
- Chapter 2: Contemporary Adults Making Music: Process or Product?
- Opening Vignette
- Cassie: 58-year-old Guitarist
- Introduction
- Learning Throughout Adulthood
- Nonformal Learning
- Informal Learning
- Formal Learning
- Lifelong Learning and Serious Leisure Learning
- Motivation for Learning: Process versus Product
- Performance Can Be a Goal
- Transformational Learning
- Conclusions
- Andragogy in Action
- References
- Chapter 3: Lifespan Development and Learning Theory: Does Life Stage Matter?
- Opening Vignette
- Lucy: 65-year-old Retired Librarian
- Introduction
- Developmental Stages of Adults and Lifespan Theory
- Psychosocial Lifespan Stages for Music Participation
- Musicking Across the Lifespan
- Conclusions
- Andragogy in Action
- References
- Chapter 4: Cognition & Processing: Similarities and Differences Across the Lifespan
- Opening Vignettes
- Elizabeth: Cello Student in her Late 60s
- Dottie: Piano Student in her 70s
- Introduction to Cognition and Learning
- Perception and Attention
- Processing: Working Memory
- Long-Term Memory and Retrieval
- Memory and Aging
- Plasticity
- Fluid and crystallized Intelligence
- Word Recall and Processing Text, Prose and Speech
- Stimulating Plasticity
- Adapting for the Aging Brain in the Music Studio
- Conclusions
- Andragogy in Action
- References
- Chapter 5: Physical Skills and Abilities: Age-related Changes That Impact Music Learning and Participation
- Opening Vignette
- Anjelica: Cellist in her late 70s
- Introduction
- Knowing Through the Body: Embodied or Somatic Learning
- Spirituality in Adult Learning and Music Making
- Physical Changes as We Age
- Physical Characteristics of Emerging and Young Adults
- Physical Characteristics of Mid-age Adults
- Physical Characteristics of Third-age Adults
- Physical Characteristics of the Fourth Age
- Practical Application in the Music Studio
- Conclusions
- Andragogy in Action
- Notes
- References
- Section Two: Motivation in Adult Music Learning
- Chapter 6: Wlodkowski, Houle, Knowles and Adult Motivation to Learn
- Opening Vignettes
- Sherry: Divorced Piano Student in her 50s
- Susan: Married Piano Student in her 50s
- Introduction
- Motivation Theories to Frame Adult Motivation to Pursue Musical Activities
- Intrinsic Motivation, Competence and Autonomy
- Creating Meaningful Learning Experiences
- Identifying an Adult's Orientation to Learning Taps into Personal Motivation
- Barriers to Motivation During Adulthood
- McClusky's Theory of Power-Load-Margin
- Conclusions
- Andragogy in Action
- Notes
- References
- Chapter 7: Technology as a Tool for Self-Directed and Assisted Music Learning
- Opening Vignettes
- Excerpts from Emails of Adults Taking an Asynchronous Online Piano Course
- Introduction
- Synchronous Lessons: Enhancing Accessibility
- Adults Taking Online Lessons
- Technology to Assist with In-Person and Synchronous Online Learning
- Technology to Enhance Student Learning
- Informal and Nonformal Independent Learning: Providing Accessible Resources
- Informal and Nonformal Learning
- Asynchronous Music learning
- Conclusions
- Andragogy in Action
- Notes
- References
- Chapter 8: Facilitating Learning: Learning Contracts, Negotiating Learning Outcomes and Reframing Musical Goals
- Opening Vignette
- Rebecca: Retired Administrative Assistant, Age 62
- Introduction
- Unravelling Rebecca's Comments
- Preparing the Adult Learner for Music Study
- First Contact and Interview
- Private Studio
- Group Classes and Ensembles
- Discovering Goals for Music Study
- The Facilitator's Goals for Students
- Co-creating the Learning Plan
- Conclusions
- Andragogy in Action
- References
- Chapter 9: Methods, Music and More: Do These Matter with Adults?
- Opening Vignette
- Laura: 20-year Piano Class Participant
- Adult Music Materials
- Editions and Levelling
- Supplemental Accompaniments and Backing Tracks
- Beginning Methods
- Duets and Ensemble Music
- Various Anthologies and Specialized Skill Books
- Evaluating Materials for Adult Lessons and Classes
- Conclusions
- Andragogy in Action
- References
- Section Three: Strategies to Facilitate Adult Music Making & Learning Across the Lifespan
- Chapter 10: Qualities of Outstanding Adult Music Facilitators and Leaders
- Opening Vignette
- Bill: 41-year-old Nurse
- Doug: 45-year-old Choral Conductor
- Introduction
- Common Characteristics of Effective Facilitators
- Expertise
- Respect, Empathy and Flexibility
- Clarity
- Conclusions
- Andragogy in Action
- References
- Chapter 11: Private Lessons in the Second Age
- Opening Vignettes
- Carli: Young Adult and Intermediate Flutist
- Jon: Mid-age Adult and Beginning Tenor Singer
- The Second Age of Adulthood
- Considerations for Working with Emerging and Mid-aged Adults
- Conclusions
- Andragogy in Action
- References
- Chapter 12: Group Lessons in the Second Age
- Opening Vignettes
- Beginning Piano Class for Pre-retirement Adults
- Sforzando Singers: Young Adult Performing Ensemble
- Working with Second-age Adult in Group Settings
- Classes
- Ensembles and Rehearsals
- Conclusions
- Andragogy in Action
- References
- Chapter 13: Private Lessons in the Third Age and Beyond
- Opening Vignettes
- Ted: 83-year-old Retired Engineer and Piano Enthusiast
- Sandra: 61-year-old Cellist Taking Online Lessons
- Common Experiences of Music Study
- Effective Facilitation on the Private Music Lessons
- The Role of Personality, Life Experiences and Age-Related Declines in Private Music Study
- Personality and Preferred Learning Styles
- Life Experiences
- Age-related Declines
- Quality of Musical Performance During the Third Age
- Exits
- Conclusions
- Andragogy in Action
- References
- Chapter 14: Group Lessons and Music Making in the Third Age and Beyond
- Opening Vignettes
- Third-age Piano Class: A (Mostly) Serious Group
- Fourth-age Singing Group: Making Music in Assisted Living
- Themes Common in Effective Group Music0Making Experiences for Older Adults
- Musical, Physical and Cognitive Impairment
- Psychosocial Improvement and Increased Motivation
- Effective Group Facilitation Strategies Employed in Older Musical Groups
- Conclusions
- Andragogy in Action
- References
- Coda: The Facilitator's Lifespan
- Opening Vignette
- Jane: 20-year Adult Music Educators
- Introduction
- Preventing Burnout
- Reconnect with Your Instrument
- Learn Something New
- Move (Preferably Outside)
- Engage with Teachers in Your Community
- Take Well-planned Breaks
- Seek Professional Help as Needed
- Conclusions
- Closing Vignette
- Quote from Nancy's Diary: 68-year-old Retired Therapist and Aspiring Pianist
- Andragogy in Action
- References
- Full Reference List
- Index