生涯音楽学習継続の困難さ : 合唱活動を中断した学習者のインタビューの分析

Lifelong music learning can be established only when the frequency and intensity of learning match the learner’s lifestyle and when there is a relationship between the group and the learner. However, in choral activities, as there arise many situations in which every member cannot participate in every performance, learners who fail to participate in music performances consistently over time stop continuing to learn. A significant number of studies on lifelong learning indicate that the continuation of the same activities and learning is necessary to ensure lifelong learning. Nevertheless, it is crucial to examine how people who choose not to continue learning perceive their past learning experiences afterward. This study aims to clarify problems that exist in continuing lifelong music learning, how past learning experiences are perceived, and how past learning experiences affect the present. I analyzed the narrative of one subject who stopped their choral activities by adopting the Trajectory Equifinality Model. The study results showed that those who stopped their studies use their previous learning experiences and move toward self-actualization. Subsequently, this study showed that for the subject, the value of engaging in choral activities lays in the relationships and intentionality obtained by participating in choral activity rehearsals.