Music Learning: An Adult’s Perspective
The articles “Adult perspectives of learning musical instruments“ by Kathryn Roulston, Seon Joo Kim and Peter Jutras and “Lifelong Learning: Adults’ Perceptions of Learning a Musical Instrument“ by Elizabeth Ann Scott break down plenty of details and specifics on the perspectives of adults and also children when learning to play music. Roulston, Kim and Jutras’ research article reports findings from a study of adults’ perceptions and experiences of learning musical instruments and also interviews 15 adult instrument learners. In the interviews, they identify adults’ experiences in music, challenges faced and other details. Although they did not anticipate recruiting adults aged 50 or older, volunteers …show more content…
Of course, the list goes on. Scott’s article references past researchers and states that such positive motivation was to raise self-esteem and minimize the negative effects of psychological aging. The other article states that these varied motivations for engaging in music learning are “goal-oriented,” “activity-oriented,” and “learning-oriented” reasons, a saying of which Scott’s article had referenced and analyzed as well. Elaborating on the statement, a goal orientation could be the initial motivation in taking lessons for the purpose of developing technical mastery of a specific or any instrument. An activity orientation aims at the course of the activity itself. For example. some people join a learning group for the social aspects of it. And lastly, a learning orientation is the drive of accomplishment of the performance which was achieved. Quite simply, it is the learning for the sake of learning. Essentially, both sides of the article in regards to motivation, its causes and effects were compatible and supporting of each …show more content…
Scott’s article has brought out confidence as a very important element in learning; that it can both promote and demote the learning process depending on the person. On the other hand, the other article stands by their results that prior musical experience as children is a distinct powerful factor - though not a necessity - for a more powerful, advantageous, and favorable learning experience. While both articles have different points that they brought regarding the many perspectives of learning adults, they also incidentally have ones in common. They have thoughts that are very well in harmony regarding reasons why people want to learn, and where do their motivations might come from, as one article referenced the other and also elaborated explaining it in their own manner. They comply that motivations are oriented towards specific goals, activities, or general learning. They both also agree over the advantage that adults may have which is that their learning is characterized by their own independence, that an adult has the power to adjust his situation to his liking and that their life experiences will drive the learning process, which leaves the adult a sense of persistence, control, maturity, enjoyment, and
The articles “Adult perspectives of learning musical instruments“ by Kathryn Roulston, Seon Joo Kim and Peter Jutras and “Lifelong Learning: Adults’ Perceptions of Learning a Musical Instrument“ by Elizabeth Ann Scott break down plenty of details and specifics on the perspectives of adults and also children when learning to play music. Roulston, Kim and Jutras’ research article reports findings from a study of adults’ perceptions and experiences of learning musical instruments and also interviews 15 adult instrument learners. In the interviews, they identify adults’ experiences in music, challenges faced and other details. Although they did not anticipate recruiting adults aged 50 or older, volunteers …show more content…
Of course, the list goes on. Scott’s article references past researchers and states that such positive motivation was to raise self-esteem and minimize the negative effects of psychological aging. The other article states that these varied motivations for engaging in music learning are “goal-oriented,” “activity-oriented,” and “learning-oriented” reasons, a saying of which Scott’s article had referenced and analyzed as well. Elaborating on the statement, a goal orientation could be the initial motivation in taking lessons for the purpose of developing technical mastery of a specific or any instrument. An activity orientation aims at the course of the activity itself. For example. some people join a learning group for the social aspects of it. And lastly, a learning orientation is the drive of accomplishment of the performance which was achieved. Quite simply, it is the learning for the sake of learning. Essentially, both sides of the article in regards to motivation, its causes and effects were compatible and supporting of each …show more content…
Scott’s article has brought out confidence as a very important element in learning; that it can both promote and demote the learning process depending on the person. On the other hand, the other article stands by their results that prior musical experience as children is a distinct powerful factor - though not a necessity - for a more powerful, advantageous, and favorable learning experience. While both articles have different points that they brought regarding the many perspectives of learning adults, they also incidentally have ones in common. They have thoughts that are very well in harmony regarding reasons why people want to learn, and where do their motivations might come from, as one article referenced the other and also elaborated explaining it in their own manner. They comply that motivations are oriented towards specific goals, activities, or general learning. They both also agree over the advantage that adults may have which is that their learning is characterized by their own independence, that an adult has the power to adjust his situation to his liking and that their life experiences will drive the learning process, which leaves the adult a sense of persistence, control, maturity, enjoyment, and