THE NEED TO CONSIDER MUSIC EXPERIENCES OF SENIOR CITIZENS

The research literature in music education hitherto has tended to focus on the musical experiences of individuals in the stages of childhood, adolescence, and young adulthood. Most of it includes school music education experiences, and some focuses on musical experiences outside of schools. Academia is paying more attention to the musical lives beyond the schooling years as senior citizens become an increasingly important constituency in our society. The average life expectancy in the United States is projected to extend from 79.5 years in 2015 to 84.8 years in 2060 (US Census Bureau, 2012b). The same report suggests that the population is projected to shift to a higher percentage of senior citizens, from 27.54% at 55 years and above in 2015 to 33.09% in 2060. Evidently, this is a global trend as reported by the Population Division of the Department of Economic and Social Affairs of the United

Nations Secretariat (2013) (see Table 1.1). From 2013 to 2100, the world’s population at age 60 years and above is projected to increase more than triple in number, from 841 million to 2,984 million, and the percentage share of the total population is expected to increase more than double, from 12% to 27%. The projected increases in Africa and Latin America and the Caribbean are the most astounding, with more than a triple percentage increase in this age group forecast for the same period. The population growth in this age group in Europe and North America is projected to be relatively not as dramatic. This trend of aging population is also reported by researchers in Asia (e.g., Chiu & Chen, 2013). Gembris (2006) views the change in a German context and states that “both music education and music psychological research have to react to this demographic and social development. The enormous need for insights into musical learning and abilities, into musical interests and needs in adulthood and old age is met with a blatant lack of research and basic knowledge” (p. 12). In the United States and most likely in many other nations, accompanying this population shift has been an “increased focus on improving the quality of life for older adults” (Coffman, 2002b, p. 76), as well as an expansion of their musical opportunities. From a musical standpoint, there is an increased demand for musical experiences for senior citizens. There is no evidence to suggest that musical development stops before the end of life (Gembris, 2002). Musical activities could become an important part of senior citizens’ lives as they are more likely to have control over their daily schedules, compared to their schooling years or their career years.

An examination of the musical experiences of senior citizens could help music educators to understand music education in a lifelong context. Senior citizens might reveal the type of musical experiences and the influences they had in their lives and also inform music educators of their musical interests, abilities, and goals. Music educators could benefit from these

Table 1.1. WORLD POPULATION AGED 60 AND ABOVE BY CONTINENT FROM YEAR 2013 TO 2100

Source: United Nations Secretariat (2013, p. 7).

insights by developing a better understanding of the long-term effects of music education and by reflecting on their theories and practices for learners of all ages. An understanding of senior citizens’ music participation and their musical experiences could help to generate a more holistic view of music education in a lifelong perspective.

Finally, knowledge drawn from senior citizens’ musical participation and experiences could help service providers to plan activities for senior citizens, which should aim at fulfilling a complete and satisfying life. We believe that as long as there is life, there can be meaningful musical engagement, regardless of age.