Learning music in the third age

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dc.contributor.authorMcElwain, Nancy Jill
dc.contributor.supervisorKennedy, Mary
dc.date.accessioned2013-08-27T17:25:40Z
dc.date.available2013-08-27T17:25:40Z
dc.date.copyright2013en_US
dc.date.issued2013-08-27
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractIn the next decade approximately thirty percent of Canada’s population will consist of people entering (or already in) their third age and many will participate in community bands. Therefore, the purpose of this study was to investigate the learning styles, motivations, and perceived benefits of novice third-aged music learners to better inform instruction. Five members of a community band in central Vancouver Island, Canada were the participants in this instrumental case study. Data sources included personal profile questionnaires, interview transcripts, guided journals over four months, and field notes. Three themes that emerged from this study are (a) the relationship between the director and ensemble member is best served with a collaborationist-constructivist approach to teaching-learning; (b) varied levels of participation, and levels of aspiration require accommodation; and (c) the social aspects of third age learners in a community wind ensemble must be given due consideration. These themes have implications for practice.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/4843
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectmotivation
dc.subjectmusic education
dc.subjectmusic learning
dc.subjectadult music education
dc.subjectcommunity band
dc.subjectolder adult learners
dc.subjectthird age
dc.subjectgerontology
dc.subjectbenefits of music learning
dc.titleLearning music in the third ageen_US
dc.typeprojecten_US

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