“It’s All about Confidence and How You Perceive Yourself”: Musical Perceptions of Older Adults Involved in an Intergenerational Singing Program
Why this work is in the frame
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Bibliographic record
Abstract
This study explores and identifies the perceptions of older adults involved in an intergenerational singing curriculum that brought a group of 20 seniors together with a Grade 2 class of children in one small Ontario community. During six, one-hour sessions, the seniors and children experienced a carefully-designed curriculum that explored songs across various themes that served as a vehicle in fostering dialogue, musical discourse and shared learning among the participants. At the conclusion of the program, interviews were conducted, and seniors, children, and administrators were encouraged to share their personal musical narratives and background, in addition to their experiences from and about this program. There is little research that details the benefits of intergenerational singing, however observational and narrative data from this study, revealed a prevalent theme pertaining to the seniors' perception of lack of confidence, concerns about perceptions of themselves by the children, and musical inadequacy. In an effort to enhance singing education programs for every generation, these findings may provide the groundwork for social and musical considerations as program designers and leaders establish intergenerational music programs that facilitate optimal music engagement across the generations.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.004 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it