Connected: Mobile technologies and online music-making facilitate learning and a sense of belonging in older adults

Abstract

Purpose Mobile technologies, such as iPads and their applications, have been shown to facilitate in-group learning and participation and encourage creativity and freedom amongst older adults (Liu-Rosenbaum & Creech, 2021; Engelbrecht & Shoemark, 2015). Music participation amongst older adults has been demonstrated to have multiple benefits for their well-being, including a sense of belonging (Creech, 2019). This paper provides a rationale for the importance of establishing online music-making courses for older adults, as it addresses the question: Can mobile technologies in an online environment facilitate music participation and learning, social connection, and provide benefits to well-being and belonging? Method Participatory Action Research (PAR) was conducted in Québec, Canada, where two community groups were established comprising adults aged 50 and over. Three eight-week cycles of 90-minute music workshops were held, the first two in person and the final cycle was moved online using Zoom during the pandemic. iPads were distributed to each participant to be used as musical instruments as they were equipped with multiple music-making applications, including Thumbjam, whose interface was configured with the Figurenotes system of notation. As workshop facilitators guided the musical activities, participants experimented with improvisation, rhythmic practice, chord making, songwriting and singing, all while navigating the “new to them” platform Zoom using various technological devices such as computers, laptops, cellphones, and iPads. Results and Discussion The data collected included interviews, focus groups, and video observations. Key findings from the thematic analysis expressed that although there was some fear and difficulty in using technology, there was a sense of achievement and surprise at what the group accomplished using technology in an online environment which produced enjoyment. It was also conveyed that music was a social activity, learning was supported in a peer group, and that group social affirmation supported the motivation to learn. Technology was a mediating tool and provided an environment within which participants could connect through musical activities.

References

Creech, A. (2019). Using music technology creatively to enrich later-life: A literature review. Frontiers in Psychology, 10(17). https://doi.org/10.3389/fpsyg.2019.00117

Engelbrecht, R. & Shoemark, H. (2015). The acceptability and efficacy of using iPads in music therapy to support wellbeing with older adults: A pilot study. Australian Journal of Music Therapy, 26. 52–73.

Liu-Rosenbaum, A. & Creech, A. (2021). The role of technology in mediating collaborative learning in music. In A. Creech, D. A. Hodges, & S. Hallam (Eds.). Routledge international handbook of music psychology in education and the community (pp. 306–319). Routledge.

KEYWORDS: technology, music-making, older adults, social connection, online learning

Address: School of Music, Université Laval, Canada

Email: angelina-lynne.davey.1@ulaval.ca

Acknowledgement: Social Sciences and Humanities Research Council of Canada