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This chapter sets out the rationale for creative music learning and participation in later life, framing this with United Nations Educational, Scientific and Cultural Organization’s Seoul Agenda (2010, p. 3), where arts education was affirmed as the “foundation for balanced creative, cognitive, emotional, aesthetic and social development” (p. 3) of lifelong learners, and where the goal of lifelong and intergenerational learning through arts education was highlighted. I furthermore set out a summary of major themes emerging from research to date concerned with later-life music learning and participation. Finally, I discuss characteristics of the many and varied non-formal contexts for later-life music learning and participation.

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Pedagogies for Music Learning and Participation in Later-Life: Setting the Scene

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  • 发表日期：

    2025年

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  • Andrea Creech

摘要

This chapter sets out the rationale for creative music learning and participation in later life, framing this with United Nations Educational, Scientific and Cultural Organization’s Seoul Agenda (2010, p. 3), where arts education was affirmed as the “foundation for balanced creative, cognitive, emotional, aesthetic and social development” (p. 3) of lifelong learners, and where the goal of lifelong and intergenerational learning through arts education was highlighted. I furthermore set out a summary of major themes emerging from research to date concerned with later-life music learning and participation. Finally, I discuss characteristics of the many and varied non-formal contexts for later-life music learning and participation.