A Philosophical Perspective on Leading Music Activities for the Over 50s

Autor/inn/en	McQueen, Hilary; Hallam, Susan; Creech, Andrea; Varvarigou, Maria
Titel	A Philosophical Perspective on Leading Music Activities for the Over 50s
Quelle	In: International Journal of Lifelong Education, 32 (2013) 3, S.353-377 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2012.738432
Schlagwörter	Music Activities; Humanism; Statistical Analysis; Qualitative Research; Case Studies; Foreign Countries; Leadership Role; Philosophy; Questionnaires; Interviews; Focus Groups; Adult Education; Feedback (Response); Attitudes; Participation; United Kingdom + Suchen Sie Ihr Suchwort? Musikalische Aktion; Humanismus; Statistische Analyse; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Philosophie; Fragebogen; Interviewing; Interviewtechnik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Attitude; Einstellung; Verhalten; Teilnahme; Großbritannien
Abstract	The basis of this article is findings from the Music for Life Project which investigated the benefits and challenges of music activity participation for the over 50s in three case study sites in the United Kingdom. The paper uses a philosophical lens to explore the leaders' and participants' views on the purpose of the activities, how learners are characterised, the role of the activity leader, and the use of assessment. Data from 147 participant and 13 activity leader questionnaires, from 28 participant and 13 activity leader individual interviews, and from 15 participant focus groups were analysed within a philosophical framework that refers to six approaches: liberal, progressive, behaviourist, humanistic, radical and analytic. NVivo and SPSS assisted with the quantitative and qualitative analyses. The analyses indicated that humanism was prevalent although other approaches, particularly behaviourist and progressive, were evident. Activity leaders' emphasis on humanism might lead to more concern with the comfort side of participation than with musical progression. There was very little use of formal assessment or feedback to support progression. There was some discrepancy between purposes for participation between leaders and participants. There might be a need to clarify purpose, particularly if activities are part of adult education rather than adult social groups. (Contains 6 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10