Theo Hartogh, Hans Hermann Wickel

Musikgeragogik. Grundlagen, Arbeitsfelder, Aus- und Weiterbildung

Introduction

Musikgeragogik. Grundlagen, arbeitsfelder, aus- und weiterbildung. Entdecken Sie Musikgeragogik: Grundlagen, Arbeitsfelder sowie Aus- und Weiterbildung für musikalische Bildung älterer Menschen. Fokus auf Didaktik & Demografie.

Abstract

In den letzten Jahrzehnten sind die Kompetenzen und Ressourcen älterer Menschen zunehmend in den Mittelpunkt gerückt. Bildungseinrichtungen wie Musikschulen, Volkshochschulen, Bildungseinrichtungen für Erwachsene und sogar Altenheime bereiten sich bereits seit einiger Zeit darauf vor, eine wachsende Zahl von Interessierten an Musik zu betreuen. In Zukunft muss daher mit deutlich mehr Studierenden aus der älteren Generation in dieser Situation gerechnet werden, so dass eine neue Zielgruppe für anspruchsvolle Bildungsangebote entsteht. Die Ergebnisse biografischer Untersuchungen zum Thema Musik zeigen, dass die Zeit nach der beruflichen Karriere und nach der Familienphase viel Freizeit für Aktivitäten bietet, um ein Instrument wieder zu erlernen oder das Spielen eines Instruments zu erlernen oder an einem musikalischen Ensemble (Orchester, Kammermusikensemble, Bands, Chöre) teilzunehmen. Der demografische Wandel stellt eine Herausforderung für die Musikerziehung dar; in den letzten Jahren hat sich die Musikgeragogik als eigenständige Fachdisziplin im prosperierenden Bereich des Musizierens im Alter etabliert und befasst sich mit Fragen der didaktischen Methodik der musikalischen Bildung für ältere Menschen. Eine weitere Aufgabe ist die Aus- und Weiterbildung in der Musikgeragogik. For the past few decades, the competencies and resources of elderly people have increasingly become a focal point. Educational establishments, such as music schools, (senior citizen) colleges, adult education centres and even retirement homes, have been preparing themselves for quite some time to handle a growing clientele of those who are interested in music.In the future, therefore, considerably more students from the older generation must be reckoned with this situation, so that a new target group for sophisticated educational offerings is emerging. The results of biographical studies looking at music show that the post-career and post-family stage of life offers a lot of free time for activities, to return to, or learning how to play an instrument, or participating in a musical ensemble (orchestra, chamber music ensemble, bands, choirs). The change in demographics presents a challenge for music education; in recent years music geragogy has established itself as an independent specialist discipline in the prospering field of music-making in old age, and is concerned with questions of the didactic methodology of musical education for the elderly. Another task is the training and further education in music geragogy. Zitiervorschlag: Hartogh, Theo/Wickel, Hans Hermann: Musikgeragogik. Grundlagen, Arbeitsfelder, Aus- und Weiterbildung. In: Diskussion Musikpädagogik (2014), Bd. 62 Themenheft Musikgeragogik. Wiederveröffentlicht in: Klangakt, Bd. 3, Nr. 2, 2025, DOI: 10.5282/klangakt/95 (Wir danken Autoren und Verlag für die Rechte zur Zweitpublikation.)

Review

The article "Musikgeragogik. Grundlagen, Arbeitsfelder, Aus- und Weiterbildung" addresses a highly pertinent and increasingly significant area within music education: the specific needs and opportunities for musical engagement among older adults. Recognizing the profound demographic shift and the growing number of elderly individuals with both leisure time and a renewed interest in music, the authors highlight a critical challenge and opportunity for traditional music pedagogy. The paper effectively sets the stage by emphasizing that various educational establishments, from music schools to retirement homes, are already adapting to cater to this emerging and sophisticated target group, signaling a clear demand for specialized approaches. At its core, the abstract posits "Musikgeragogik" (music geragogy) as an independent and prospering specialist discipline dedicated to the didactic methodology of musical education for older people. It effectively outlines the rationale behind this new field, drawing on biographical studies that illustrate how the post-career and post-family stages of life offer significant free time for engaging in musical activities. These activities range from learning an instrument for the first time or returning to a previously played one, to participating in various musical ensembles. This focus on the unique learning contexts, motivations, and life stages of older adults underscores the necessity of a tailored pedagogical framework that differs significantly from approaches for younger demographics. Beyond establishing the theoretical foundations and identifying the practical fields of work for music geragogy, the abstract importantly points to the crucial aspect of professional development. The explicit mention of "training and further education in music geragogy" highlights a forward-looking perspective, acknowledging that for this field to truly thrive and meet the demands of an aging population, a robust infrastructure for educating practitioners is essential. This paper thus serves as a foundational text, not only defining a vital new discipline but also outlining the essential pillars – theoretical understanding, practical application, and professional development – required for its successful implementation and continued growth within the broader landscape of adult education.

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