“Sparkle in the Eyes”! Memory, Emotion, and Discoveries in Music Education for Seniors: An Experience Report

Type: Short Paper [Experience Report] · Article nº 1265

Authors: Sandra Lucia Simonato Bora¹; Salete Maria Chiamulera Böhler²

Presenter: Sandra Lucia Simonato Bora

Institutions: ¹ Duettom Escola de Música; ² UNESPAR/EMBAP

ISME Member ID: 15973   •   E-mail: sandrasbora@gmail.com

Abstract

Telescope and Music: Stars and Notes, Longing and Melodies, Melancholy and Nostalgia. Working with music and senior learners is an exercise in discovering the deep pathways of human memory. This narrative presents the experience of guiding older students who, at an advanced age, wish to learn a musical instrument or resume their studies—an ongoing challenge within the activities of the Duettom School of Music, located in Curitiba, Paraná, Brazil.

Learning music in adulthood constitutes a growing field of research within andragogy. Contrary to the traditional conception that musical learning must begin only in childhood, authors such as Knowles (1980) emphasize that adults possess distinct learning characteristics, including autonomy, intrinsic motivation, and appreciation for life experiences accumulated over time. These aspects expand the possibilities for late entry into the musical world, breaking with the notion that instrumental practice is restricted to early developmental stages.

According to Jarvis (2004), the principle of lifelong education demonstrates that the formative process does not end with formal schooling but accompanies the individual throughout all stages of life. Coffman (2002) points out that musical practice among adults and seniors enhances memory, attention, and motor coordination, while fostering a sense of belonging and cooperation. Creech et al. (2013) highlight that adult musical learning contributes to self-esteem, personal expression, and well-being, reinforcing the perception of continuity and renewal throughout life.

Memories, musical preferences, and personal trajectories become raw material for the construction of learning—a shared discovery between music mentor and student. Such was the case of one remarkable student who, at ninety-two years old, began his musical studies. His lifelong fascination with the stars and his experience using a telescope became, through the teacher’s analogies, a powerful educational bridge connecting observation and sound. Memories of life! Sparkle in the eyes! Musical learning becomes a return to daily meaning—beyond the act of producing sound, it represents the revival of life itself. This memorial seeks to document and honor these life stories and the transformations that emerge from them.

References

Coffman, D. D. (2002). Music in Adult Learning: Cognitive, Emotional, and Social Dimensions.

Creech, A., Hallam, S., Varvarigou, M., & Wheeler, P. (2013). Active Music Making: A Route to Enhanced Subjective Well-Being Among Older People. Perspectives in Public Health, 133(1), 36–43.

Jarvis, P. (2004). Adult Education and Lifelong Learning: Theory and Practice (3rd ed.). RoutledgeFalmer.

Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Prentice Hall.