Hwang, Jeehye; (2023) How do older adults perceive and engage in active music-making in the digital age? Exploring lived experiences of instrumental learning and playing after retirement in South Korea. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

The growing older population has brought an evolving perspective to understanding ageing, and studies have discussed the benefits of musical participation in later life. However, compared to singing and listening to music, there is scarce literature concerning playing instruments in older adulthood. Furthermore, the development of digital technologies and the prevalent use of digital devices and software has brought new ways of experiencing music. Still, the ways in which digital music technology use is coordinated and understood among older adults remain to be explored. This thesis aims to grasp the subtleties and subjective experiences of learning and playing musical instruments and using digital music technology among retired older adults in the current phase of digitalisation. Ten retired older adults who were learning musical instruments at their local community centres in South Korea were recruited to participate in in-depth semi-structured interviews with artefact elicitations. The interview data were analysed using a novel methodological approach in music research, but a widely used qualitative approach, Interpretive Phenomenological Analysis (IPA), to illuminate the complexities of their musical experiences and the implications for life after retirement. Key findings reveal the significance of the contextual and personal factors for learning and playing musical instruments after retirement. Participants’ motivations intersected with a life transition while encountering various changes due to retiring from full-time work and entering older adulthood. Learning and playing musical instruments at all levels were expected to bring the social and emotional benefits of music participation during the life transition and to pursue one of their lifelong goals and interests related to musical skill development. These various motivations were drawn together as a need for meaningful music participation after retirement. During music practices, digital music technologies were understood as online video-sharing platforms such as YouTube or music-related smartphone applications. A diverse knowledge of digital technology and a self-identification as frequent users of digital technology contributed to recognising their value as readily accessible tools for autonomous music learning. While some concerns were expressed about the potential overflow of information related to music resources and the ability to use them effectively, it was observed that social influence played a significant role in adopting digital music technologies. Along with the musical motivation and the use of digital music technologies, playing musical instruments after retirement was perceived as a meaningful form of community participation. Group learning and playing facilitated positive social interactions among group members and personal development, allowing for critical reflections on their musical experiences. While acknowledging both challenges and benefits associated with learning musical instruments after retirement, individual needs and learning styles within group contexts were negotiated and reflected with a strong desire to continue pursuing group learning and playing as personal fulfilment. This thesis highlights learning and playing musical instruments as meaningful participation after retirement, providing personal development and social connectedness. Moreover, the findings of this thesis challenge ageist stereotypes and narratives related to older adults, arguing that digital music technologies can enrich instrumental music learning and playing among older adults.

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