Lifelong Learning: Music Adult Education

Abstract

During the last decades in the modern society becomes more popular the idea of lifelong education which means the possibility of adults to join the educational environments for further professional development. In the current article we disclose the essence of the lifelong education in common and in the field of artistic education. In addition, we specify the adulthood age-peculiarities according to the educational expectations and define the role of educator (teacher, tutor) in the context of musical studies for adults. The contemporary educational system is characterized by the openness and availability. It is represented through the threefold structure which includes formal, non-formal and informal education. These types of lifelong education provide the opportunity to practice music for all who want to achieve their skills and get new knowledge. Among the adult audience the most popular forms of musical lifelong education are both formal and non-formal. Some adults begin to practice music for their work and some people choose music as a hobby. But all of these students have the same goals – to realize their self-development ambitions and improve themselves. According to these goals students could choose the place where to get the music education: at musical colleges, universities, academies, musical schools, studious or courses, at the private lessons with a teacher or with online coacher etc. In consequence of musical studies, the student can develop his/her music and performing competence. It provides formation of students’ skills, knowledge and experience of musical activities. They learn how to do the everyday routines and prepare the interpretation of music pieces, how to organize and follow the self-guided work. In addition, during the musical classes students develop their aesthetic tastes and artistic tolerance, learning how to think about the artistic ideas in music pieces and how to build the interpretation plan according to composer’s view. Following the basic frameworks of andragogy (the science about adults’ education) the author highlights that music studies cannot be limited by the age of students. Contrary, the educational process obtains the new characteristics and qualities depend on who is a student – an adult or a child. But the author notices that teacher (tutor, educator) is a very important figure in the educational chain both with children and adults.

Considerations With Virtual Secondary Music Students

“…As adolescents take on increasingly adult roles and tasks, ownership in their learning becomes likewise important. Andragogy is a conception of adult learning (Knowles et al, 2005) that has been considered for adolescent music students (Bucura, 2019b), and discussed in music education scholarship in relation to lifelong learning (e.g., Roulston, 2010;Sobol, 2019). Andragogy is one way to consider students' growing senses of ownership and responsibility as learners.…”