Music Is the Space Between the Notes (Claude Debussy)—The Power of Connection: Exploring Motivations, Barriers and Relational Pedagogy in Adult Music Learning

This research endeavoured to capture the lived experiences and perspectives of adult music learners. A qualitative collective case study using creative facilitation approaches was adopted, as part of an established Community of Practice: Adult Learner Meet Up event, to capture the voice of the adult music learner in relation to their experience of learning music within SETU Music School. Following inductive, thematic data analysis, emergent findings provided an insight into the motivations of adult music learners, barriers to their learning and strategies that they felt support their learning. Through the lens of Self-Determination Theory, this paper provides evidence that adult music learners are intrinsically motivated. The research identified that a connection with the wider Music Community through Adult Learner Meet Ups provided peer support and helped to sustain motivation for adult learners. This research identified barriers that are specific to adult music learners, including time pressure, emotional vulnerability and comparisons to younger players. This paper posits that adopting a relational pedagogy including a coaching ethos can foster relationships and help to mitigate such barriers. Drawing on Debussy’s metaphor of the “space between notes”, this paper argues that while the development of musical knowledge and skills is important to adult music learners, their relationships with their peers and lecturers are equally significant. The adult music learner Community of Practice provided a space to foster these relationships and contributed to learners’ motivation, engagement, and commitment to continued music learning. This paper will conclude by discussing how these findings could be applied to adult learners generally and highlight the importance of fostering connection in supporting adult learner retention and lifelong learning.