The Phenomenon of Adults Relearning Instrumental Music in an American Wind Band

Autor/in	Helton, Benjamin C.
Titel	The Phenomenon of Adults Relearning Instrumental Music in an American Wind Band
Quelle	In: International Journal of Music Education, 38 (2020) 1, S.66-78 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761419869137
Schlagwörter	Adult Students; Adult Learning; Musical Instruments; Music Education; Novices; Learning Experience; Older Adults + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung; Musikinstrument; Musikerziehung; Lernerfahrung; Älterer Erwachsener
Abstract	As the world's population continues to grow older, retired individuals seek out musical experiences. Many of these musicians are returning to playing in a wind band for the first time in decades, so they are, in essence, beginners again. The learning experiences of adults of returning to band contains both physical and social barriers but returning beginners are often able to overcome individual difficulties to find meaning and enjoyment in an activity they gave up many years ago. Twelve returning beginners from a New Horizons Band were interviewed and their experiences were analyzed through hermeneutic phenomenology to explore relearning an instrument through participation in an American wind band. Five themes emerged through the analysis: return of ability, awareness of physical change, consciousness of ability, continual progress, and ensemble concerns. These themes consisted of both individual and social components within the essence of returning to instrumental music through an American wind band. The essence of returning to band can help community ensemble directors derive pedagogical strategies and consider specific factors that could contribute to the adult music learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01