Andragogy and Music

The demand for accessible educational opportunities
for adults is rapidly becoming a paramount
initiative for educators and students alike. Can
music participation play a fundamental role in
serving adult learners? This book examines the
historical ideologies of andragogy (adult education)
with a contemporary application of its tenets to
music learning in two North American settings. A
particular focus is set on telling the stories of
Canadian and American adult musicians who have been
motivated to perform in instrumental ensembles.
Further attention is given to the various methods
that adults use in learning to play music
instruments and to the kinds of learning styles that
may be fostered among school music students. The
precepts of community music and the longitudinal
implications of lifelong music-making may be of
special interest to music educators as the
profession reevaluates how music is taught and
learned and how students of all ages are socialized
musically. Additionally, this could provide
essential information necessary for building
collaborative relationships within communities and
for advancing the timely enterprise of community
engagement.

Autorentext
Nathan Kruse is an Assistant Professor of Music at the University of North Texas in Denton, TX, where he teaches music education methods courses, supervises instrumental music student teachers, and assists the Denton New Horizons Senior Band. He holds degrees from Butler University, the University of New Mexico, and Michigan State University.

Klappentext
The demand for accessible educational opportunities for adults is rapidly becoming a paramount initiative for educators and students alike. Can music participation play a fundamental role in serving adult learners? This book examines the historical ideologies of andragogy (adult education) with a contemporary application of its tenets to music learning in two North American settings. A particular focus is set on telling the stories of Canadian and American adult musicians who have been motivated to perform in instrumental ensembles. Further attention is given to the various methods that adults use in learning to play music instruments and to the kinds of learning styles that may be fostered among school music students. The precepts of community music and the longitudinal implications of lifelong music-making may be of special interest to music educators as the profession reevaluates how music is taught and learned and how students of all ages are socialized musically. Additionally, this could provide essential information necessary for building collaborative relationships within communities and for advancing the timely enterprise of community engagement.