THE OTHER MUSIC STUDENT
Today, I am telling the story of the other music student. Students who had the courage to follow their dreams, believe in their abilities, and persist in achieving their goals despite the watchful eye of judgment following them wherever they went.
From the moment the other music student decides to embark on their musical journey, they are faced with a stereotype perpetuated by the common assumption that learning a musical instrument can only be done successfully during childhood. The decision to buy an instrument and find a teacher to learn music in adulthood is an act of rebellion and bravery, challenging popular cultural knowledge and prejudices towards older individuals in the musical world.
Music education cannot be homogenous, and assuming common characteristics and outcomes for a certain group of people makes little sense. However, we tend to see and believe what we are taught, leading to distorted perceptions of reality. As a result, adult music learners often find themselves being othered by their teachers, family, friends, and even by themselves. But what does it mean to be othered?
As human beings, we have a natural desire to belong to a community and share a communal existence that helps us build a social identity. We also have multiple identities in which we project imaginary selves that we may or may not transform into reality. One of those identities often has an artistic personality, one we aim to share with others who have similar interests. However, belonging to a community implies sharing certain characteristics, values, or norms. When we do not fit into those defined paradigms, we are set apart, and we might experience feelings of otherness.
The other music students are the ones excluded by the musical world and stereotyped by society, unable to develop a communal musical identity because of one single reason: their age.
Othering is a subtle yet powerful force that often operates beneath the surface of our conscious awareness. It can be difficult to identify, as it is often embedded in our cultural assumptions and beliefs. This type of discrimination is not limited to the musical world, but it is present in all areas of life. We tend to accept the status quo without questioning it, which leads to the perpetuation of harmful stereotypes. Unfortunately, the impact of othering can be profound, causing adult music learners to lose confidence in their abilities and potential for success even before they begin.
As a teacher, I have witnessed firsthand how othering affects my students’ attitudes towards learning. They may come to their first lesson with a defeatist attitude, believing that they are not capable of learning music due to their age. This is a result of the societal messages that they have internalized, which tell them that music is only for the young. As educators, it is our responsibility to challenge these harmful stereotypes and create an environment where all learners feel welcome and valued. We must empower our adult music learners to believe in themselves and their abilities, and to recognize that age is not a barrier to success.
This analysis becomes even more profound when we consider the root of the issue. The discrimination against older adults can be observed in almost every aspect of life, and it stems from our fear of death. The aging process serves as a constant reminder of our own mortality and limited time in this world. As a result, we tend to harbor negative perceptions of the physical and mental abilities of older adults, thereby denying the reality of our own inevitable aging process. This phenomenon is known as “terror management theory” (TMT; Greenberg, Pyszczynski, & Solomon, 1986; Pyszczynski et al., 2004; Solomon et al., 1991).
TMT suggests that we as humans need to find ways to cope with the inevitability of our own mortality. One way we do this is by creating cultural beliefs and norms that give us a sense of meaning and purpose in life. However, when we encounter individuals who challenge these beliefs, such as older adults pursuing new interests and learning new skills, we experience cognitive dissonance, which leads us to reject these individuals and perpetuate ageist stereotypes.
As a music educator, I have witnessed the detrimental effects of ageism on adult music learners firsthand. Many of my students have been made to feel inadequate and discouraged from pursuing their passion for music due to societal biases against older learners. It is crucial for us as a society to recognize the harmful impact of ageism and actively work towards dismantling these stereotypes.
To stop contributing to ageism and othering, it is important to become more self-aware and conscious of our actions and perceptions of the world around us. Our behavior and thinking are often manipulated by societal norms and media content, which can cloud our judgment and prevent us from discerning what is truly normal or natural. By thinking critically about our own actions and biases, we can begin to challenge and change the status quo.
One way to combat ageism and othering is to actively seek out diverse perspectives and experiences, and to listen to the voices of those who have been marginalized or excluded. This can help us to broaden our understanding of the world and to challenge our own biases and assumptions. It is also important to recognize and celebrate the diversity that exists within our communities, including the diversity of ages, cultures, and identities.
As educators, we have a unique responsibility to challenge stereotypes and promote inclusivity in our classrooms. This can involve actively seeking out and welcoming adult learners, and creating a learning environment that is supportive and inclusive of all students. By fostering a sense of community and shared purpose among our students, we can help to break down the barriers that contribute to othering and ageism, and create a more equitable and just society for all.
REFERENCES
Nelson, T. D. (2011). Ageism: The strange case of prejudice against the older you. In R. L. Wiener, & S. L. Willborn (Eds.), Disability and aging discrimination (pp. 37-47). Springer.
Zevallos, Z. (2011) ‘What is Otherness?’ The Other Sociologist, 14 October. Online resource: https://othersociologist.com/otherness-resources/