{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79827"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79827","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Predictors of Lifelong Learning in Music: A Survey of Individuals Participating in Performing Ensembles at Community Colleges in Illinois","abstract":"The purpose of this study was to characterize individuals who continue music learning in performing ensembles at community colleges in Illinois by identifying predictors that influence participation in lifelong learning in music. The sample surveyed was comprised of 352 individuals, 23 of whom also participated in group interviews. The study objectives were to describe the current musical activities and behaviors of individuals, their lifelong learning process, the selected predictors of lifelong learning and the relationship between those predictors. The analysis determined that (a) individuals participating in performing ensembles do so because they enjoy making music, listening to music, and talking about music, and like to be around others who enjoy the same; their current musical activities and behaviors reflect similar interests; (b) the listening activities and behaviors that individuals engage in play a pivotal role in how they learn in music; (c) learning in music can be thought of as a multi-phased process that changes emphasis from independent learning in informal settings during childhood to formalized learning during the school years followed later by a non-formalized style that occurs in community-like settings; (d) the learning process is one of continual input and output, which involves periods of exploration, trial and error, and constant and varied stimulation to continually engage the learner and allow for a gradual deepening of their musical understanding; accomplishing goals and others' motivation helps individuals succeed at making music, which in turn inspires their continued involvement; (e) the most important element in music learning is encouragement; (f) the more past music experiences individuals engaged in the more ways they learn in music, the more musical activities and behaviors they are involved in, and the more motivators they have to play or sing; and, (g) the community college performing ensemble is a unique learning environment and a critical resource for communities. The wide age range and diverse level of musical experience among participants creates a rich environment for musical mentorship. It also is an environment that appeals to wider audiences because it is challenging, varied, less pressured, supportive, enjoyable, and allows individuals to take on greater musical responsibilities.","abstract_html":"The purpose of this study was to characterize individuals who continue music learning in performing ensembles at community colleges in Illinois by identifying predictors that influence participation in lifelong learning in music. The sample surveyed was comprised of 352 individuals, 23 of whom also participated in group interviews. The study objectives were to describe the current musical activities and behaviors of individuals, their lifelong learning process, the selected predictors of lifelong learning and the relationship between those predictors. The analysis determined that (a) individuals participating in performing ensembles do so because they enjoy making music, listening to music, and talking about music, and like to be around others who enjoy the same; their current musical activities and behaviors reflect similar interests; (b) the listening activities and behaviors that individuals engage in play a pivotal role in how they learn in music; (c) learning in music can be thought of as a multi-phased process that changes emphasis from independent learning in informal settings during childhood to formalized learning during the school years followed later by a non-formalized style that occurs in community-like settings; (d) the learning process is one of continual input and output, which involves periods of exploration, trial and error, and constant and varied stimulation to continually engage the learner and allow for a gradual deepening of their musical understanding; accomplishing goals and others' motivation helps individuals succeed at making music, which in turn inspires their continued involvement; (e) the most important element in music learning is encouragement; (f) the more past music experiences individuals engaged in the more ways they learn in music, the more musical activities and behaviors they are involved in, and the more motivators they have to play or sing; and, (g) the community college performing ensemble is a unique learning environment and a critical resource for communities. The wide age range and diverse level of musical experience among participants creates a rich environment for musical mentorship. It also is an environment that appeals to wider audiences because it is challenging, varied, less pressured, supportive, enjoyable, and allows individuals to take on greater musical responsibilities.","abstract_has_math":false,"creators":["Busch, Maria Renee"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Sam Reese"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:56Z","date_published":"2015-09-25T19:53:56Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Community College"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3182229"],"render_values":[{"text":"(MiAaPQ)AAI3182229","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79827","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sam Reese"]},{"key":"dc:creator","label":"Author","values":["Busch, Maria Renee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:56Z","10000-01-01","2005"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Community College"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79827","(MiAaPQ)AAI3182229"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to characterize individuals who continue music learning in performing ensembles at community colleges in Illinois by identifying predictors that influence participation in lifelong learning in music. The sample surveyed was comprised of 352 individuals, 23 of whom also participated in group interviews. The study objectives were to describe the current musical activities and behaviors of individuals, their lifelong learning process, the selected predictors of lifelong learning and the relationship between those predictors. The analysis determined that (a) individuals participating in performing ensembles do so because they enjoy making music, listening to music, and talking about music, and like to be around others who enjoy the same; their current musical activities and behaviors reflect similar interests; (b) the listening activities and behaviors that individuals engage in play a pivotal role in how they learn in music; (c) learning in music can be thought of as a multi-phased process that changes emphasis from independent learning in informal settings during childhood to formalized learning during the school years followed later by a non-formalized style that occurs in community-like settings; (d) the learning process is one of continual input and output, which involves periods of exploration, trial and error, and constant and varied stimulation to continually engage the learner and allow for a gradual deepening of their musical understanding; accomplishing goals and others' motivation helps individuals succeed at making music, which in turn inspires their continued involvement; (e) the most important element in music learning is encouragement; (f) the more past music experiences individuals engaged in the more ways they learn in music, the more musical activities and behaviors they are involved in, and the more motivators they have to play or sing; and, (g) the community college performing ensemble is a unique learning environment and a critical resource for communities. The wide age range and diverse level of musical experience among participants creates a rich environment for musical mentorship. It also is an environment that appeals to wider audiences because it is challenging, varied, less pressured, supportive, enjoyable, and allows individuals to take on greater musical responsibilities.","Made available in DSpace on 2015-09-25T19:53:56Z (GMT). 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The sample surveyed was comprised of 352 individuals, 23 of whom also participated in group interviews. The study objectives were to describe the current musical activities and behaviors of individuals, their lifelong learning process, the selected predictors of lifelong learning and the relationship between those predictors. The analysis determined that (a) individuals participating in performing ensembles do so because they enjoy making music, listening to music, and talking about music, and like to be around others who enjoy the same; their current musical activities and behaviors reflect similar interests; (b) the listening activities and behaviors that individuals engage in play a pivotal role in how they learn in music; (c) learning in music can be thought of as a multi-phased process that changes emphasis from independent learning in informal settings during childhood to formalized learning during the school years followed later by a non-formalized style that occurs in community-like settings; (d) the learning process is one of continual input and output, which involves periods of exploration, trial and error, and constant and varied stimulation to continually engage the learner and allow for a gradual deepening of their musical understanding; accomplishing goals and others' motivation helps individuals succeed at making music, which in turn inspires their continued involvement; (e) the most important element in music learning is encouragement; (f) the more past music experiences individuals engaged in the more ways they learn in music, the more musical activities and behaviors they are involved in, and the more motivators they have to play or sing; and, (g) the community college performing ensemble is a unique learning environment and a critical resource for communities. The wide age range and diverse level of musical experience among participants creates a rich environment for musical mentorship. It also is an environment that appeals to wider audiences because it is challenging, varied, less pressured, supportive, enjoyable, and allows individuals to take on greater musical responsibilities.","Made available in DSpace on 2015-09-25T19:53:56Z (GMT). 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