The growing older population has brought an evolving perspective to understanding ageing,
and studies have discussed the benefits of musical participation in later life. However,
compared to singing and listening to music, there is scarce literature concerning playing
instruments in older adulthood. Furthermore, the development of digital technologies and the
prevalent use of digital devices and software has brought new ways of experiencing music.
Still, the ways in which digital music technology use is coordinated and understood among
older adults remain to be explored. This thesis aims to grasp the subtleties and subjective
experiences of learning and playing musical instruments and using digital music technology
among retired older adults in the current phase of digitalisation.
Ten retired older adults who were learning musical instruments at their local community
centres in South Korea were recruited to participate in in-depth semi-structured interviews
with artefact elicitations. The interview data were analysed using a novel methodological
approach in music research, but a widely used qualitative approach, Interpretive
Phenomenological Analysis (IPA), to illuminate the complexities of their musical experiences
and the implications for life after retirement.
Key findings reveal the significance of the contextual and personal factors for learning and
playing musical instruments after retirement. Participants’ motivations intersected with a life
transition while encountering various changes due to retiring from full-time work and entering
older adulthood. Learning and playing musical instruments at all levels were expected to
bring the social and emotional benefits of music participation during the life transition and to
pursue one of their lifelong goals and interests related to musical skill development. These
various motivations were drawn together as a need for meaningful music participation after
retirement.
During music practices, digital music technologies were understood as online video-sharing
platforms such as YouTube or music-related smartphone applications. A diverse knowledge
of digital technology and a self-identification as frequent users of digital technology
contributed to recognising their value as readily accessible tools for autonomous music
learning. While some concerns were expressed about the potential overflow of information
related to music resources and the ability to use them effectively, it was observed that social
influence played a significant role in adopting digital music technologies.
Along with the musical motivation and the use of digital music technologies, playing musical
instruments after retirement was perceived as a meaningful form of community participation.
Group learning and playing facilitated positive social interactions among group members and
personal development, allowing for critical reflections on their musical experiences. While
acknowledging both challenges and benefits associated with learning musical instruments
after retirement, individual needs and learning styles within group contexts were negotiated
and reflected with a strong desire to continue pursuing group learning and playing as
personal fulfilment.
This thesis highlights learning and playing musical instruments as meaningful participation
after retirement, providing personal development and social connectedness. Moreover, the
findings of this thesis challenge ageist stereotypes and narratives related to older adults,
arguing that digital music technologies can enrich instrumental music learning and playing
among older adults.