Teaching Music with Keyboard Improvisation: A Pedagogical Journey Involving Four Older Adults

Abstract

The life expectancy of individuals has risen in the twentieth-century, due largely to improvements in health, technology, and nutrition. Accordingly, the older adult population has been increasing rapidly and, as a result, there is a need for greater attention and emphasis to be placed on their wellbeing. Research has shown that the older adult population is interested in music learning programs where they may be given the opportunity to actively create music in group settings. However, music programs have traditionally been based on notation and reading, and this approach may not be optimal for a student entering a music learning program later in life. This research study began as an exploration of how music instruction with improvisation may impact the wellbeing, enjoyment, and confidence levels of older adults. Four older adults between the ages of 83 and 90 participated in a music learning program involving a basic curriculum and improvisation over a period of three months. Qualitative data was collected in the form of audiovisual materials, individual interviews, and through focus group sessions. Quantitative data was gathered using pre and post-test surveys to examine differences in quality of life, musical aptitude, and mood. The researcher kept a personal journal including observations of the class and reflections on the videotapes to construct a personal narrative on her experiences in a reflective approach. At the end of the study, participants showed higher levels of confidence, and demonstrated improvement in musical and improvisational achievement. Further, their levels of enjoyment during music lessons were reported at their post-study individual interviews. The results suggest that a music curriculum involving improvisation may be an effective way for older adults to engage in spontaneous creativity while enhancing their musical learning experience.