An Investigation of the Relationship Between Age and Music Learning in Adults.

Abstract

The purpose of this study was to examine age-related trends and differences in achievement, learning rate, and self-perceived attainment among three age groups of adults participating in a twenty-hour skills-based music learning program. Comparisons were drawn between youngest (21-37 years) and oldest (60-76 years) age groups, and among youngest, middle (50-59 years), and oldest age groups. Subjects were thirty-two volunteer participants who attended eight or more of the ten two-hour classes and completed all tests. An eighty-year-old participant who attended classes regularly but did not complete testing was profiled in a case summary. Instruction focused on kinesthetic response, rhythmic and melodic imitation and verbal association skills, melodic ear-to-h and skills, and music reading-performing skills. Pretest assessments provided baseline data for posttest and change score analysis. All subjects received an aural acuity screening administered by a certified audiologist. Learning rate was assessed by unobtrusive observation, and self-perception scores were collected via questionnaires. No evidence was found in support of stereotypical assumptions of achievement declines associated with increasing chronological age. Though moderately lower learning rates were noted for middle and oldest subjects, these scores did not impede overall achievement. Statistically significant achievement differences favored oldest over youngest learners on post-instructional assessment of melodic reading-singing skills. In addition, a statistically significant pretest disadvantage for oldest learners on kinesthetic response was overcome on the posttest assessment. Significant pretest-posttest achievement gains were noted for all age groups. Congruent with melodic reading-singing achievement, self-perception scores among oldest learners were significantly higher than those of youngest learners on enjoyment of melodic syllables and patterned reading tasks. On aural-manipulative tasks such as recorder and guitar, however, oldest learners rated their success and progress at significantly lower levels than youngest learners. Ear-to-h and and reading-playing achievement, however, did not confirm these perceptions. Results were not affected by detectable hearing losses or moderate physical limitations.