The Adult Music Student: Making Music throughout the Lifespan

163 Pages·2021·4.412 MB·English

by  Pamela Pike

The Adult Music Student
In music, while coaching groups of adults in ensemble settings and teaching them in
the independent studio is a longstanding tradition, most tertiary-level music courses do
not address the specific issues associated with teaching adults. The Adult Music Student
addresses this gap, equipping music educators and professional musicians with the skills to
provide optimal learning environments for adult music-makers, and exploring the process
of learning and making music across the entire adult lifespan.
In chapters rooted in research and real-world experience, adult learning theory, assump-
tions and philosophy are presented within the context of musical situations. The author
also addresses adult motivation, teacher attributes that facilitate learning, and specific
strategies to engage adults at different psychosocial or developmental stages. Providing
practitioners with both an understanding of how adults learn, and practical approaches
that can be used immediately in various music settings, this book offers an essential guide
for any instructor working with adult music students.
Pamela D. Pike is the Herndon Spillman Professor of Piano Pedagogy at Louisiana State
University.

The Adult Music Student
Making Music Throughout
the Lifespan
Pamela D. Pike
First published 2022
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Pamela D. Pike
The right of Pamela D. Pike to be identified as author of this work has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-0-367-43460-1 (hbk)
ISBN: 978-0-367-43458-8 (pbk)
ISBN: 978-1-003-00335-9 (ebk)
DOI: 10.4324/9781003003359
Typeset in Times New Roman
by KnowledgeWorks Global Ltd.
To Florence & Vince, who created the foundation for my
musical curiosity, supported my music making journey
(regardless of where it took me) and fostered a love of
learning that will last a lifetime.

Contents
List of Figures xi
Acknowledgements xii
Organization of this Book xiii
Prelude to Making Music Throughout the Lifespan xiv
SECTION ONE
Characteristics of Adult Learners: Andragogy, Lifespan Development,
Physical Traits and Cognition 1
1 Learning Music as an Adult: Andragogy in Action 3
Opening Vignette 3
Introduction 4
Andragogy 101 4
Instructor as Facilitator 5
Considerations for the Music Studio 8
Conclusions 10
Andragogy in Action 11
Note 11
References 11
2 Contemporary Adults Making Music: Process or Product? 12
Opening Vignette 12
Introduction 12
Learning Throughout Adulthood 13
Lifelong Learning and Serious Leisure Learning 15
Motivation for Learning: Process versus Product 16
Transformational Learning 19
Conclusions 19
Andragogy in Action 20
References 20
3 Lifespan Development and Learning Theory: Does Life Stage Matter? 22
Opening Vignette 22
Introduction 22
viii Contents
Developmental Stages of Adults and Lifespan Theory 23
Psychosocial Lifespan Stages for Music Participation 24
Musicking Across the Lifespan 25
Conclusions 26
Andragogy in Action 26
References 27
4 Cognition and Processing: Similarities and Differences Across the Lifespan 28
Opening Vignettes 28
Introduction to Basic Cognition and Learning 28
Memory and Aging 32
Adapting for the Aging Brain in the Music Studio 35
Conclusions 36
Andragogy in Action 36
References 37
5 Physical Skills and Abilities: Age-related Changes that Impact Music
Learning and Participation 39
Opening Vignette 39
Introduction 39
Knowing Through the Body: Embodied or Somatic Learning 40
Spirituality in Adult Learning and Music Making 40
Physical Changes as We Age 42
Practical Application in the Music Studio 45
Conclusions 50
Andragogy in Action 50
Notes 51
References 51
SECTION TWO
Motivation in Adult Music Learning 53
6 Wlodkowski, Houle, Knowles and Adult Motivation to Learn 55
Opening Vignettes 55
Introduction 56
Motivation Theories to Frame Adult Motivation to Pursue Musical
Activities 56
Identifying an Adult’s Orientation to Learning Taps into Personal
Motivation 59
Embracing Diversity to Motivate Adults 60
Barriers to Motivation During Adulthood 61
Conclusions 62
Andragogy in Action 63
Notes 63
References 64
Contents ix
7 Technology as a Tool for Self-Directed and Assisted Music Learning 65
Opening Vignettes 65
Introduction 66
Synchronous Lessons: Enhancing Accessibility 66
Technology to Assist with In-Person and Synchronous Online Learning 69
Informal and Nonformal Independent Learning: Providing Accessible Resources 71
Conclusions 74
Andragogy in Action 74
Notes 75
References 75
8 Facilitating Learning: Learning Contracts, Negotiating Learning Outcomes
and Reframing Musical Goals 76
Opening Vignette 76
Introduction 77
Preparing the Adult Learner for Music Study 78
The First Contact and Interview 78
Co-creating the Learning Plan 82
Conclusions 85
Andragogy in Action 86
Note 86
References 86
9 Methods, Music and More: Do These Matter with Adults? 88
Opening Vignette 88
Introduction 88
Adult Music Materials 89
Individual Piano Instruction (Alphabetical Order) 90
Group Piano Instruction (Alphabetical Order) 90
Piano Ensembles that Work with Adults (Alphabetical Order) 92
Evaluating Materials for Adult Lessons and Classes 93
Conclusions 93
Andragogy in Action 93
References 95
SECTION THREE
Strategies to Facilitate Adult Music Making and Learning Across the Lifespan 97
10 Qualities of Outstanding Adult Music Facilitators and Leaders 99
Opening Vignettes 99
Introduction 100
Common Characteristics of Effective Facilitators 100
Conclusions 103
Andragogy in Action 104
References 104