The More We Get Together, The More We Learn: Focus on Intergenerational and Collaborative Learning Through Singing

ABSTRACT

This paper explores the conceptual and practical frameworks necessary to foster vibrant and equal learning opportunities for young children and elders through intergenerational singing programs. The paper focuses on the affordances necessary to create authentic and transformative learning environments for both generations, including the need for knowledgeable, insightful, and informed leadership, the development of a curriculum with specific outcomes for each generation, attention to curriculum planning, implementation, and ease of access to the program, to the curriculum, to each other, and to the venue. The benefits of learning through intergenerational singing extend well beyond the vibrancy of lifelong learning and improved singing, and include the mutual, reciprocal, and valued friendships between the younger and older participants that develop during such programs; observations of the incremental confidence that each generation acquires during the program; awareness, acceptance, and appreciation for growth, aging, and death; and better health such as improved mobility, less stress, and increased breath support.

KEYWORDS:

• Singing
• intergenerational learning
• singing
• curriculum
• music

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes

^1. Ethical approval was granted to carry out this study by both the school district and the university.

^2. By providing the songs in musical print format, we are encouraging multimodal literacy learning and development for both generations as they access and understand print in various forms.

Additional information

Notes on contributors

Carol Beynon

Drs Carol Beynon and Jennifer Lang have been collaborative researchers examining IG learning programs focused on singing for the past six years, funded in part by a multidisciplinary research grant from the Social Science and Humanities Research Council of Canada (Advanced Interdisciplinary in Research in Singing; A Cohen, PI).

Carol is associate dean of graduate studies and associate professor in music education at the University of Western Ontario, London, Canada; Jennifer Lang is assistant professor in music education at the University of Saskatchewan.

Jennifer Lang

Carol is associate dean of graduate studies and associate professor in music education at the University of Western Ontario, London, Canada; Jennifer Lang is assistant professor in music education at the University of Saskatchewan.