There is ample research evidence that highlights the positive impact of participatory and/or community music activities on the well-being of older adults (e.g., Creech et al., 2014; Lally, 2009; Skingley et al., 2016; Varvarigou et al., 2012). However, most studies focus on community-dwelling older adults, while research examining the effects of community music in long-term care settings remains limited.

As part of the present study, a ten-month community music program was implemented in two long-term care facilities to explore its contribution to the well-being of the older participants. This presentation aims to (a) analyze the theoretical framework that guided the program’s design and (b) highlight preliminary qualitative findings that support the positive correlation between well-being and community music practices in later adulthood.

Grounded in the theoretical foundations that underpin the philosophy of community music practice and taking into account the specific characteristics of the individuals participating in the music sessions, a program was designed and implemented according to the following five principles: (1) emphasis on active engagement and participation, (2) reinforcement of freedom of choice and expression, (3) maintenance of a stable structure in the music sessions, (4) flexibility in the musical process, and (5) creation of a safe, welcoming, and familiar environment.

The sessions were conducted on a weekly basis with the participation of 27 older adults, who exhibited heterogeneity in terms of functionality and cognitive status (older adults with dementia [n=8], intellectual disabilities [n=11], and cognitively intact older adults [n=8]). All sessions were video-recorded. Semi-structured interviews were conducted, after the completion of the program, with staff members and the assistants of the facilitator/researcher (n=4). 

Thematic analysis of the qualitative data derived from video observations and interview transcripts revealed that the community music sessions contributed to an enhanced sense of belonging, improved mood, and generally enhanced positive behaviors. Furthermore, the sessions fostered opportunities for meaningful social interactions and the development of interpersonal relationships.

• Music and communities

Rafaela Troulou is a Ph.D. student in the Department of Music Science and Art at the University of Macedonia, in the field of community music. Supported by the Hellenic Foundation for Research and Innovation, her dissertation investigates the effect of community music practices on the well-being of older people with and without dementia. She is an experienced early childhood music educator and holds a Master's degree in ‘Music & Society.’ She has presented her scientific work at several national and global conferences, including the ‘33rd Alzheimer Europe Conference,’ where she received a grant to present part of her doctoral research. 

Lelouda (Lida) Stamou is professor of music education at the Dept. of Music Science and Art, University of Macedonia, Greece. She is director of the graduate program “Music and Society” and director of the Baby Artist program and the AGERAS: Music Wellbeing and Therapy for the Elderly program. She is certified in the Suzuki method, Orff-Schulwerk, and Music Learning Theory. She has taught at the University of Nevada, Las Vegas. She has published numerous articles and book chapters. She is coordinator of the project “Music and culture serving health, wellbeing and social inclusion” at the University of Macedonia. She has served as president of the Greek Society for Music Education.