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Predictors of lifelong learning in m...

Busch, Maria Renee.

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Predictors of lifelong learning in music: A survey of individuals participating in performing ensembles at community colleges in Illinois.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Predictors of lifelong learning in music: A survey of individuals participating in performing ensembles at community colleges in Illinois./
Author:	Busch, Maria Renee.
Description:	434 p.
Notes:	Adviser: Sam Reese.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3182229
ISBN:	9780542228902

Predictors of lifelong learning in music: A survey of individuals participating in performing ensembles at community colleges in Illinois.
Busch, Maria Renee.

Predictors of lifelong learning in music: A survey of individuals participating in performing ensembles at community colleges in Illinois. - 434 p.

Adviser: Sam Reese.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.

The purpose of this study was to characterize individuals who continue music learning in performing ensembles at community colleges in Illinois by identifying predictors that influence participation in lifelong learning in music. The sample surveyed was comprised of 352 individuals, 23 of whom also participated in group interviews. The study objectives were to describe the current musical activities and behaviors of individuals, their lifelong learning process, the selected predictors of lifelong learning and the relationship between those predictors. The analysis determined that (a) individuals participating in performing ensembles do so because they enjoy making music, listening to music, and talking about music, and like to be around others who enjoy the same; their current musical activities and behaviors reflect similar interests; (b) the listening activities and behaviors that individuals engage in play a pivotal role in how they learn in music; (c) learning in music can be thought of as a multi-phased process that changes emphasis from independent learning in informal settings during childhood to formalized learning during the school years followed later by a non-formalized style that occurs in community-like settings; (d) the learning process is one of continual input and output, which involves periods of exploration, trial and error, and constant and varied stimulation to continually engage the learner and allow for a gradual deepening of their musical understanding; accomplishing goals and others' motivation helps individuals succeed at making music, which in turn inspires their continued involvement; (e) the most important element in music learning is encouragement; (f) the more past music experiences individuals engaged in the more ways they learn in music, the more musical activities and behaviors they are involved in, and the more motivators they have to play or sing; and, (g) the community college performing ensemble is a unique learning environment and a critical resource for communities. The wide age range and diverse level of musical experience among participants creates a rich environment for musical mentorship. It also is an environment that appeals to wider audiences because it is challenging, varied, less pressured, supportive, enjoyable, and allows individuals to take on greater musical responsibilities.

ISBN: 9780542228902Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Predictors of lifelong learning in music: A survey of individuals participating in performing ensembles at community colleges in Illinois.
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100 1 $a Busch, Maria Renee. $3 1293881
245 1 0 $a Predictors of lifelong learning in music: A survey of individuals participating in performing ensembles at community colleges in Illinois.
300 $a 434 p.
500 $a Adviser: Sam Reese.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2523.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.
520 $a The purpose of this study was to characterize individuals who continue music learning in performing ensembles at community colleges in Illinois by identifying predictors that influence participation in lifelong learning in music. The sample surveyed was comprised of 352 individuals, 23 of whom also participated in group interviews. The study objectives were to describe the current musical activities and behaviors of individuals, their lifelong learning process, the selected predictors of lifelong learning and the relationship between those predictors. The analysis determined that (a) individuals participating in performing ensembles do so because they enjoy making music, listening to music, and talking about music, and like to be around others who enjoy the same; their current musical activities and behaviors reflect similar interests; (b) the listening activities and behaviors that individuals engage in play a pivotal role in how they learn in music; (c) learning in music can be thought of as a multi-phased process that changes emphasis from independent learning in informal settings during childhood to formalized learning during the school years followed later by a non-formalized style that occurs in community-like settings; (d) the learning process is one of continual input and output, which involves periods of exploration, trial and error, and constant and varied stimulation to continually engage the learner and allow for a gradual deepening of their musical understanding; accomplishing goals and others' motivation helps individuals succeed at making music, which in turn inspires their continued involvement; (e) the most important element in music learning is encouragement; (f) the more past music experiences individuals engaged in the more ways they learn in music, the more musical activities and behaviors they are involved in, and the more motivators they have to play or sing; and, (g) the community college performing ensemble is a unique learning environment and a critical resource for communities. The wide age range and diverse level of musical experience among participants creates a rich environment for musical mentorship. It also is an environment that appeals to wider audiences because it is challenging, varied, less pressured, supportive, enjoyable, and allows individuals to take on greater musical responsibilities.
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