Abstract
The purposes of this article are to describe two intergenerational programs that include individuals with disabilities, to discuss the ways in which music functions in each, and to describe the structures and functions of intergenerational programs. The model used to create an intergenerational program depends on the age, needs, and ability levels of both generations. The flexibility of music—its simplicity or complexity—allows for younger and older generations to both participate in music-based intergenerational programs.
Every other week, students with intellectual disabilities at Gretchen Everhart School board a school van and head to Elder Day Stay, a respite day program for adults with Alzheimer’s and other cognitive disorders. There is little affect on the faces of those at Elder Day Stay, but once the students enter and begin to greet their “friends,” the mood in the room begins to change. The music therapist, Brenda Rice, and her students begin to sing, and in just a few short minutes, the room is alive with smiles, tapping feet, clapping, and the sounds of cheerful voices. Students are given a number of leadership responsibilities: dispensing and collecting instruments, displaying visuals, leading songs, dancing with the adults, and interacting socially with their charges. The room at Elder Stay is transformed into a friendly and lively music fest. The beauty of these two counterparts is that both are indifferent to each other’s disabilities or to the age differences between them. Persons with cognitive disabilities and those with Alzheimer’s disease are often marginalized by society; yet music brings them both a level of acceptance that is sometimes not found in their community.
Across the city, typical developing preschool children from Cornerstone Learning Community visit seniors each month at the Alzheimer’s Project. Patty Callender, a music educator, leads the combined group in simple music activities. Because of the cognitive level of both groups, these music activities are appropriate and enjoyed by both the adults and the preschoolers. The children are learning simple academic skills such as days of the week and social skills such as greeting others, while the adults are working to maintain these same skills. These shared cognitive objectives make the music activities and songs appropriate for both age-groups. The beauty of these two groups is that both are seemingly unaware of the others’ limitations. They delight in each other’s company and the music.
The above vignettes are examples of intergenerational and multi-ability programming. Younger and older generations learning new information or skills together are often a part of intergenerational programs, where younger and older generations are learners together. In both vignettes, the younger participants are exercising leadership or social skills while the older participants are exercising cognitive and physical skills. Participants in both programs are learning music skills and practicing those they have already developed. The music that happens with this multi-age multi-ability group is engaging, but the real beauty of the group is the acceptance and friendship one sees among its members.
Intergenerational and Multi-Ability Programs
The model used to create an intergenerational program depends on the age, needs, and ability levels of both generations. These variables contribute to the diversity found among intergenerational programs. Intergenerational programs involving young children and older adults are often created using a recreational model or an older adult serving younger person model. An intergenerational day care program is one way to combine preschool-age children and older adults in musical activities. Intergenerational day care facilities are shared site programs in which services are provided for both generations throughout the day. Children attending these programs are typically between 6 weeks and 4 years of age. Older adults attending these programs are individuals who have cognitive and physical abilities that would require them to attend an adult day care program. Throughout the day there are opportunities for structured and unstructured interactions between children and older adults.
The older adults serving preschoolers model is usually employed to improve the academic and social skills of the children. Older adults can promote reading readiness and assist with development and maintenance of prosocial behaviors such as sharing and cooperation. Examples of intergenerational programs involving children, adolescents, and young adults interacting with older adults include gardening projects; performing arts groups such as music, dance, theatre, or visual arts; academic tutoring; and younger generations leading older adults in choir rehearsals or walking programs to maintain and improve physical and psychosocial well-being.
There are many benefits that both younger and older generations receive from participating in intergenerational programs. Both generations experience purposeful interactions, and as a result discover how to relate to one another. The interactions between both generations can also result in cross-age friendships and companionship. As a result of participation in intergenerational programs, younger generations have improved their school attendance, aging attitudes, and attitudes toward community service (Belgrave, 2009). Older adults have benefited from participation in intergenerational programs by having an increased sense of well-being, decreased isolation, and increased feelings of usefulness (Saltz, 1989).
Intergenerational programming has been used to improve older adults’ cognitive, physical, social, and emotional well-being. Intergenerational programs were first developed to fill the generation gap that occurred as family structures changed and became more fragmented. At one time in our history, it was common for older adults to live with their adult children and young grandchildren in a multigenerational household; however, such close living arrangements no longer exist for many families. Adult children do not always reside in the same city or state as their elderly parents, and consequently, an increasing number of older adults are moving into adult living communities. Both of these changes in proximity have contributed to misconceptions, stereotypes, and negative cross-age attitudes among older and younger persons (Newman & Smith, 1997).
Younger generations that are often involved in intergenerational programs are typically developing preschoolers, elementary-age children, adolescents, and college-age young adults as well as at-risk young persons who have learning and developmental disabilities. Older adults who participate in intergenerational programs consist of individuals 65 years or older with varying physical and cognitive functioning levels. Intergenerational programs engage both generations in structured activities to decrease negative cross-age attitudes. Activities employed in intergenerational programs have included choirs, mentoring programs, weekly visits, and pen pal and reading programs.
Intergenerational programs are successful because individuals in both generations have needs that can be met through interactions inherent in multi-age activities. Intergenerational programs meet these needs because the foundation of any type of interpersonal interaction is social, though sometimes the task of an intergenerational group is academic as well as social—such as improving math skills through mentoring programs or fostering prosocial behaviors such as sharing and cooperating with others. Other objectives of intergenerational programs have included improving the self-esteem of elementary-age children, increasing adolescents’ knowledge of the aging cycle, encouraging young adults to work in gerontological-related careers, fostering positive cross-age interactions, and enhancing older adults’ psychosocial well-being (Cummings, Williams, & Ellis, 2003; Dellman-Jenkins, Lambert, & Fruit, 1999; Kassab & Vance, 1999; Lowenthal & Egan, 1991; Marx, Pannell, Parpon-Gil, & Cohen-Mansfield, 2004; Rosenberg, 1993; Underwood & Dorfman, 2006). To be successful in life, young people must develop a variety of social skills as they age. For older people to age and maintain their emotional well being, they must not be isolated or forgotten.
Why Music?
Needs of children, adolescents, and young adults are different and thus drive the objectives of and activities employed in intergenerational programs. Music is an activity used frequently in intergenerational programs. Music, of some style or genre, is enjoyed by all age-groups and is familiar to all people. Music participation—such as listening or singing to music—is an activity enjoyed by all age-groups. Due to its appeal, it can serve as a vehicle to bridge the gap between generations. Music can be easily structured to facilitate inclusive practices with those who have different musical tastes and who represent different age-groups. Intergenerational choirs have been created that use the music of both generations, whereas other intergenerational groups have employed traditional music therapy interventions such as instrument playing, moving to music, singing, and academic and social skills training through music. The flexibility of music—its simplicity or complexity—allows for younger and older generations to both participate in music-based intergenerational programs.
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.