Effects of an Intergenerational Choir for Community-Based Seniors and College Students on Age-Related Attitudes

Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders andSchool Behaviors

“…Many intergenerational studies utilize self-report instruments only (Aday, McDuffie & Sims, 1993;Chamberlain, Fetterman & Maher, 1994;McCollum & Shreeve, 1994;McGuire, 1993;Pinquart, Wenzel & Sorensen, 2000;Williams & Blunk, 1999). Third, a considerable amount of the intergenerational research has focused on older children (Aday, McDuffle & Sims, 1993;Chapman & Neal, 1990) and young adults (Bowers, 1998;Duerson, Thomas, Chang & Stevens, 1992). Given the early age at which ageist attitudes tend to form, additional studies are needed to evaluate the efficacy of intergenerational programs targeted at younger children.…”

The perceived benefits of participative music making for non-music university students: a comparison with music students

“…Choral singing seems to have positive emotional, social, physical and creative outcomes Davidson 2002, 2003;Beck et al 2000;Irish 1993) that may also be spiritual (Clift and Hancox 2001). Membership of amateur operatic societies provides challenge, achievement, opportunity to escape temporarily the frustrations of everyday living (Pitts 2004), and music ensembles can provide senior citizens with a venue to make friends, while intergenerational music activities between children, teenagers and senior citizens have particular social value (Bowers 1998;Darrow, Johnson, and Ollenberger 1994;Leitner 1982). Music, through community education programmes, can also help adults move toward socio-political transformation (Kaltoft 1990), while participating in a gamelan group led to greater levels of engagement and an increased openness to wider learning; improved listening, communication and social skills; increased social interaction and better relationships with staff and decreased self-reported anger and a greater sense of calmness in offenders (Wilson, Caulfield and Atherton 2008).…”

Higher education music students’ perceptions of the benefits of participative music making

“…Choral singing seems to have positive emotional, social, physical, and creative outcomes (Irish, 1993;Beck et al, 2000;Bailey & Davidson, 2002, 2003 which may also be spiritual (Clift & Hancox, 2001). Membership of amateur operatic societies provides challenge, achievement, and opportunity to escape temporarily the frustrations of everyday living (Pitts, 2004), and music ensembles can provide senior citizens with a venue to make friends, while intergenerational music activities between children, teenagers, and senior citizens have particular social value (Leitner, 1982;Darrow et al, 1994;Bowers, 1998). Music, through community education programmes, can also help adults move toward socio-political transformation (Kaltoft, 1990).…”