Participation In Musical Activities Research Articles

Innovative Approaches Using the Arts to Support Persons with Dementia and Caregivers

There is a growing movement to explore the use of the arts to enhance the quality of life for persons with dementia (PWD) and their caregivers. Viewing art can promote well-being as well as express complex emotions during times of change and challenge. Listening to music and singing has been shown to enhance morale and reduce risk for depression and loneliness in older adults. Responsiveness to music is maintained in PWD even through later stages of the cognitive impairment. Arts-based programs appear pleasant and engaging, enhancing well-being. Looking deeper, they are based on educational theory and practice and on understanding of the neurocognitive changes with dementia. Additional benefits include increasing social interactions, promoting creativity and providing caregiver support.In this session, two geriatric psychiatrists and a decorated professional artist will discuss and demonstrate the interface between the arts and dementia in three domains: 1) art museum-based activities, 2) art creation by caregivers to process and cope with the stress of caregiving and disease progression, and 3) participation in music activities. Dr. Mary Blazek will begin the session, leading symposium participants in art-based activities. She will then discuss the growing literature on visual art museum programs for PWD and their caregivers. Dr. Mark Gilbert will discuss the use of portraiture as a research method to investigate the relationships and interactions between older patients and their partners in care. Dr. Susan Lehmann will review recent work highlighting the cognitive, social, and emotional benefits of participation in music activities for older adults and PWD.“In the Moment” Art Museum Programs for Persons with Dementia and their caregiversIn 2006, New York's Museum of Modern Art developed Meet Me at MoMA, a program for shared art experiences for (PWD) and their caregivers. Museums across the globe have developed similar programs emphasizing engaging with art “in the moment” as opposed to fostering reminiscence. Dr. Blazek will begin this session leading participants in sample activities from these programs. She will discuss the genesis of these programs and their impact on the PWD, on caregivers and on their relationships."Portrait of a Process: Exploring the experience of older adults and their partners in care through portraiture"Artist, researcher and teacher, Dr. Gilbert, will discuss artworks he created during a two-year research study in collaboration with geriatrician, Dr. Kenneth Rockwood at Geriatric Medical Research, Halifax, Nova Scotia, Canada. Memory Serves: Drawing Others Close used portraiture as a research method to investigate the relationships and interactions between older patients and their partners in care. Dr. Gilbert will also introduce a collection of drawings carried out by his late father, Scottish artist Norman Gilbert (1926-2019). The drawings were created as he sat with his wife of 65 years, Pat, as she lay dying in hospital of Alzheimer's related illness.“With a Song in My Heart”: How music can support emotional and cognitive well-being in persons with dementia and their care-partnersMusic plays a central role in human culture throughout the world and has the power to move us at every age. Aging musicians, from Bruce Springsteen to Billy Joel to Elton John, have enjoyed long performing careers, and performers such as Tony Bennett and Glen Campbell continued to perform in the early stages of Alzheimer's disease. Responsiveness to music is retained by PWD even into the later stages of cognitive impairment. There is growing evidence that listening to music, singing, or playing a musical instrument can have positive benefits for cognition as well as for emotional well-being for older adults and PWD. Dr. Lehmann will review recent studies that illuminate the relationship between brain health and music for older adults and will address interventions using music to support well-being in older adults with dementia.

Eficacia de la música como recurso para manejar la agresividad en niños de manera exitosa

Music has been widely recognized as an effective tool for controlling elements of aggression in children. It has been proven to have a calming and relaxing effect on children, reducing aggression and stress levels when listening to soft and harmonious melodies. In addition, music provides children with a way of expressing and channeling their emotions, helping to regulate their feelings and decreasing aggressiveness. To address aggression, programs and workshops have been developed that use music as a therapeutic tool, involving musical and dramatization activities that allow children to explore their emotions in a creative and constructive way. These interventions have proven to be effective in reducing aggressive behavior and promoting peaceful coexistencein school settings. In addition, participation in musical activities improves children's attention, concentration and social skills, which contributes to reducing aggressiveness. In summary, music is presented as a powerful tool to control aggressiveness in children, promoting emotional and social skills and a harmonious school environment.

Influence of music on the hearing and mental health of adolescents and countermeasures.

This review elaborates on the influence of music on the psychological well-being of adolescents, covering the potential advantages, drawbacks, and necessary strategic interventions associated with music exposure. Initially, we characterize music and delve into a multifaceted classification system. Music, as a pervasive art form, is categorized based on regional and national parameters, and it also distinguishes through the assorted genres and traits. The mental well-being of adolescents is significantly influenced by music through mechanisms such as the facilitation of emotional expression and regulation, fortification of social bonds and the sense of belonging, as well as the fostering of creativity and cognitive development. Nonetheless, music, if misused or associated with inappropriate content, could elicit a spectrum of issues ranging from auditory impairment, diversion of attention, addiction tendencies, to the induction of negative emotions. To counteract these potential hazards, we propose several mitigation strategies including the selection of appropriate music styles, the establishment of a wholesome music environment, the promotion of the constructive role of music education, and fostering active participation in music activities among the youth. In conclusion, we underscore the necessity of a collaborative endeavor from all sectors of society to ensure a healthy music environment for the youth, which in turn would enhance the positive influence of music on the mental health development of this population.

Self-Determination Theory Perspective on Motivation and Solo Performance among Students in Higher Music Education in Serbia

Motivation is highly important for participation in musical activities and musical achievement. In the context of higher music education (HME) in Serbia, we sought to examine the relationship between students’ solo performance opportunities and two key components of the Self-Determination Theory (STD) – basic psychological needs (Competence, Relatedness and Autonomy) and motivational regulation styles (Amotivation, External, Introjected negative, Introjected positive, Identified, Intrinsic). The convenient sample of 197 HME students (performing modules; Mage = 23.88, SD = 3.4) completed two inventories: Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015) and Relative Autonomy Index Questionnaire (RAI-SRQ; Sheldon et al., 2017); they also provided data on the frequency of solo performances during HME. The results indicate that our participants’ basic psychological needs are highly met, with the need for Relatedness being significantly less satisfied and the need for Autonomy significantly more frustrated than the remaining two needs. The motivation for participation in music activities in our sample could be described as predominantly autonomous – Identified or Intrinsic. Fulfilment/frustration of basic psychological needs and motivational regulation styles predicted the likelihood of public solo performances, with Amotivation and External motivation being significant predictors. Our findings suggest that students with higher external motivation for participation in musical activities are more likely to have solo performances. In line with STD’s postulates, our findings are seen as a reflection of the dominant approaches to music education in Serbia, and are discussed as such.

Music, families and interaction (MUFASA): a protocol article for an RCT study

BackgroundGeneral mental health and interpersonal skills of families are crucial to children's development and future. Research suggests a link between participation in music activities and individuals' own sense of mental health, as well as an effect in objective measures of health such as quality of life, social skills, and rehabilitation of various kinds. However, in Denmark there are not many services for families with school-aged children (7–12 years) that focus on prevention and strengthening family interaction hereby minimising the risk of children not thriving and developing optimally in terms of social and emotional skills and competences. The purpose of this study is to investigate the effect of shared music activities on family interaction, parental stress, and child well-being.MethodsThe study is a controlled effect study where 40 family dyads from Aalborg and Aarhus are randomized into 4 different groups including music therapy activities, community music, family concerts and a control group. Measurements of family interaction (Assessment of Parent Child Interaction, APCI) and mental health (Parental Stress Scale, PSS, and the Strengths and Difficulties Questionnaire, SDQ) will be made at baseline/pre intervention, at post intervention and a follow-up measurement 12 month after baseline (month 1, 3 and 12) 3 times in total. Furthermore, data about the family dyad’s regular participation in music events as part of every-day life at the same measure points (month 1, 3 and 12). Since this is a planned prospective study, results are not yet available, but clinical experience from a feasibility study in 2021 were promising and expected challenges and changes are discussed in the article.DiscussionFindings of this study will be relevant for all fields where music is applied for families, such as education, mental health, social work and for basic research on the study of music and interaction. Music used as a resource for families is crucial in understanding how different modalities can influence the family interaction including emotional communication and attachment.Trial registration: ISRCTN, ISRCTN17290015, Registered 03 March 2022, https://www.isrctn.com/ISRCTN17290015Date and protocol versionJuly 2022, version 1. Protocol is planned to be updated after finalized recruitment during second data collection point and again after the third and last data collection point (see Additional file 1: SPIRIT Checklist).

Music Appreciation of Cochlear Implant Users versus Normal Hearing Individuals.

Introduction:Cochlear implants (CI) provide speech perception for patients with sensorineural hearing impairment; nonetheless, listening to music is a daunting challenge for them. The present study aimed to compare Iranian CI users and normal hearing (NH) controls in terms of musical habits and appreciation and investigate the possible effect of background variables.Materials and Methods:A total of 37 CI users who underwent surgery at least 18 months before the study and 59 NH listeners were enrolled in this study. The participants were assigned to two age groups: group A (patients ≥15 years old) and group B (patients <15 years old). They were asked to complete the questionnaires to assess their music engagement.Results:In group A, the mean score of music importance was significantly higher in CI users (8.7±2.1), as compared to that in NH subjects (5.8±2.3) (P=0.005). Participation in professional musical training and singing with music was not significantly different between the groups. In group B, the mean score of desire for music was not significantly different between CI users (8.2±1.8) and NH subjects (7.7±2.0). They participated in professional musical training and had a reaction to music almost equally. Singing with music was significantly less common in the CI group (CI 16[61.5%], NH (40[85.1%]) (P=0.023). Selected background variables had no significant effect on the music tendency and habits of CI users.Conclusions:Iranian CI users tended to have a high level of music appreciation in both adult and children groups. Moreover, CI users and NH controls did not significantly differ in the importance of music, devoted time, participation in musical activities, and musical habits.

Musical life stories: Coherence through musicking in the prison setting

Despite the strong relationships evidenced between music and identity little research exists into the significance of music in prisoners’ shifting sense of identity. This article explores musicking as part of the ongoing identity work of prisoners in light of theory on musical performance, narrative and desistance and discusses implications for penal practice and research. Through the presentation of an ethnographic study of music therapy in a low security Norwegian prison we show how participation in music activities afforded congruence between the past, the present and the projected future for participants by way of their unfolding musical life stories. Complementing existing conceptualisations of music as an agent for change, our study suggests that musicking afforded the maintenance of a coherent sense of self for participating prison inmates, whilst offering opportunities for noncoercive personal development. We argue that research into musicking in prison offers fruitful ways of tracing how the complexities inherent in processes of change are enacted in everyday prison life, and that it can advance our knowledge of relationships between culture, penal practice and desistance.

Cancer incidence among musicians: 45 years of follow-up in four Nordic countries

Background There are studies suggesting that participation in musical activities may protect from cancer. On the other hand, some musicians have a lifestyle that might increase the risk of cancer. The objective of this study was to assess the cancer pattern of musicians in four Nordic countries. Material and methods This study combines census and cancer registry data from 1961 to 2005 for 13 million people from Finland, Iceland, Norway, and Sweden. Standardized incidence ratio (SIR) analyses were conducted with the cancer incidence rates for entire national populations used as reference rates. Results There were 11,401 male and 3105 female musicians with 2039 cancer cases. The SIR for all sites combined was 1.02 (95% confidence interval 0.97–1.07) in men and 1.04 (0.94–1.15) in women. In male musicians, there were statistically significant excesses in oropharyngeal cancer (4.36, 2.73–6.60), esophageal cancer (2.08, 1.51–2.81), liver cancer (1.81, 1.26–2.52), and skin melanoma (1.40, 1.10–1.75). The risk was decreased in lip cancer (0.13, 0.02–0.48), stomach cancer (0.66, 0.50–0.82), and lung cancer (0.77, 0.65–0.90). In female musicians, there were no statistically significant SIRs in any of the cancer types studied, but the risk of breast cancer was significantly elevated in the age category of 70+ (1.52, 1.04–2.15). The overall SIR was stable over the 45 year period of observation, but strong decreases were observed in the SIRs of esophageal cancer, liver cancer, laryngeal cancer, and skin melanoma. Conclusion Musicians have characteristics of indoor workers such as low incidence of lip cancer and high incidence of skin melanoma. The low incidence of lung cancer suggests that the prevalence of smoking among musicians is lower than in the general population while the elevated risk of alcohol-related cancer types suggest that drinking is likely more common among musicians. The cancer risk for all sites combined is still similar to that of the general population in the four countries studied.

Beyond Audition: Psychosocial Benefits of Music Training for Children With Hearing Loss.

Children with hearing loss tend to have poorer psychosocial and quality of life outcomes than their typical-hearing (TH) peers-particularly in the areas of peer relationships and school functioning. A small number of studies for TH children have suggested that group-based music activities are beneficial for prosocial outcomes and help develop a sense of belonging. While one might question whether perceptual limitations would impede satisfactory participation in musical activities, findings from a few studies have suggested that group music activities may have similar benefits for children with hearing loss as well. It is important to note that the effect of music on psychosocial outcomes has primarily been investigated at an anecdotal level. The objective of this study was to explore the effect of a music training program on psychosocial and quality of life outcomes for children with hearing loss. It was hypothesized that music training would provide benefits for domains centered upon peer relationships and prosocial measures. Fourteen children aged 6 to 9 years with prelingual sensorineural hearing loss (SNHL) participated in a 12-week music training program that consisted of group-based face-to-face music therapy supplemented by online music apps. The design was a pseudorandomized, longitudinal study (9 participants were waitlisted, initially serving as a passive control group). Psychosocial wellbeing and quality of life were assessed using a questionnaire battery comprised of the Strengths and Difficulty Questionnaire (SDQ), the Pediatric Quality of Life Inventory, the Hearing Environments and Reflection on Quality of Life (HEAR-QL), and the Glasgow Children's Benefit Inventory. For comparative purposes, responses were measured from 16 TH children that ranged in age from 6 to 9 years. At baseline, children with SNHL had poorer outcomes for internalizing problems, and all measures of the HEAR-QL compared with the TH children. There were no differences for general psychosocial and physical health. After music training, SDQ internalizing problems such as peer relationships and emotional regulation were significantly reduced for the children with SNHL. There were no changes for any outcomes for the passive control group. Additional benefits were noted for emotional and learning factors on the Glasgow Children's Benefit Inventory. However, there were no significant changes for any psychosocial and quality of life outcomes as measured by the Pediatric Quality of Life Inventory or HEAR-QL instruments. The present study provides initial evidence that music training has a positive effect on at least some psychosocial and quality of life outcomes for children with hearing loss. As they are at a greater risk of poorer psychosocial and quality of life outcomes, these findings are cause for cautious optimism. Children with hearing loss should be encouraged to participate in group-based musical activities.

From dropping out to dropping in: Exploring why individuals cease participation in musical activities and the support needed to reengage them.

Continued participation in music has been associated with well-being outcomes, yet many either fail to begin or cease musical participation after limited exposure. The current research examined why individuals cease participating, focusing on identifying barriers to participation and the support needed to re-engage in musical activities. A sample of 190 Australian residents (Mage = 26.87; 75.80% female) who had ceased previous musical participation completed an online questionnaire in which they rated the degree to which 15 items reflected their reasons for ceasing musical participation and answered an open-ended question regarding their requirements for re-engagement. An exploratory factor analysis of the quantitative responses identified four components relating to cessation: “Access and Opportunity,” “Activity Experience,” “Obligations,” and “Difficulty with Practicing.” A Grounded Theory analysis concerning the support required for re-engagement indicated four key themes: “Personal Investment,” “Requirements of the Musical Activity,” “Personal Qualities,” and “No Interest in Re-Engagement.” Collectively, these results provide an indepth understanding of factors external to music itself as influences on continued musical participation. With implications for facilitators and educators, these results suggest a need for collaboration and interaction between music facilitators and participants.

Participation of young people with disabilities and/or chronic conditions in low- and middle-income countries: a scoping review.

The purpose of this scoping review was to describe and map the literature available on the participation of young people (0-21y) with disabilities and/or chronic conditions living in low- and middle-income countries (LMICs). A systematic search and selection process identified 78 publications. Descriptive data were extracted using a data-charting form, and studies were mapped using the family of participation-related constructs framework. The findings demonstrated that, although the published evidence is steadily increasing, the participation research on this vulnerable population is still either absent or very scarce in the majority of LMICs, and very little is known about the participation of children with chronic health conditions. Most studies included in this review focused on attendance or 'being there'. Although attendance is an important aspect, more needs to be done to understand children's experiences or involvement while attending, thus capturing both dimensions of participation. There is an increasing trend in research on participation patterns of children with disabilities in low- and middle-income countries. Most research focuses on children's attendance, or 'being there'. We know very little about children's involvement, or experience, while attending daily activities.

Prepoznavanje socialnih veščin pri glasbenih dejavnostih v skupini tri- in štiriletnih otrok v vrtcu

ecognition of social skills during music activity among three- and four-year-old children in kindergarten. The positive effects of music activities on social development have been substantiated as secondary results in Slovenian research studies. In the contribution, we used a sample of ten 3- and 4-year-olds to study the development of social skills during music activities in kindergarten. The research findings showed that the frequency of involvement and participation in music activities, instrument sharing, establishing contacts and mutual cooperation gradually increased over the six-month period. The results showed that music activities also prompted a higher frequency of sharing toys, various objects, as well as greater mutual cooperation and engagement among children in other kindergarten activities.

An examination of high school students’ social skill levels according to participation in musical activities

The aim of this study is to determine the social skill levels of high school students according to their participation in musical activities. Social skills are important in all stages of an individual’s development, but due to physical and mental changes in high school years when adolescence is intensely experienced, the individual may have problems in adapting to the environment and expressing herself/himself. This study group consisted of 258 students from different types of high schools. In this research, the screening model, which is one of the quantitative research methods, was used. In this study, Social Skills Inventory, which was developed by Riggio (1986) and adapted to Turkish by Yuksel (1997), is used. According to the results of this research; female students’ emotional sensitivity, emotional expressivity and social control scores were significantly higher than that of male students, and male students' emotional control scores were significantly higher than that of female students; it was also found that the total social skill scores, social sensitivity scores, emotional sensitivity and social expressivity scores of the students playing instruments were significantly higher than those who did not play; it was also observed that emotional expressivity scores of the choir group were significantly higher than the students singing solo or taking part in an orchestra. According to these results, it can be found that music contributed positively to the increase of social skills of high school students who are exposed to some problems due to adolescence during high school. Keywords: Adolescents, music, music education, social skills

Music Participation Among School-Aged Children Who Are Hard of Hearing.

Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.

Individual difference correlates of continuing versus ceasing musical participation

While researchers have begun to examine how social and emotional investment in music is related to psychological well-being, very little research has considered how best to promote life-long participation in music across the lifespan. One particular gap in the existing literature concerns how and why individuals continue to participate or, instead, cease their participation in musical activities. The current research adopted a social-psychological approach to quantitatively examine the differences between 383 Australian residents who have ceased (44.40%) or currently participate in musical activity (55.60%). Responses to an online questionnaire indicated that current participation in music was associated positively with a preference for reflective and complex music and the World Health Organization–BREF’s psychological quality of life dimension, and that current participation in music was associated negatively with peer musical engagement when growing up. Moreover, gender, age, and measures of musical background and experience were not significantly associated with continuing to participate in musical activities. These findings have clear implications for educators’ attempts foster continued musical participation.

Parenting and out-of-school music participation: An interrogation of concerted cultivation

Abstract I inquired with parents and primary caregivers about why they supported their children’s participation in music activities in an out-of-school space and what they expected from such participation. To interrogate Lareau’s concept of concerted cultivation, I was interested in exploring the extent to which there might be differences in parental or primary caregiver expectations by race or socio-economic status. In the Boston Children’s Chorus (BCC), I found a community youth music programme where household income, race and ethnicity were reasonably diversified. Structured interviews with 132 parents and primary caregivers suggested that practices and discourse most worth analysis in regard to parenting and community music operate not at the level of race, ethnicity or social class, as Lareau suggests, but instead they operate at a local network level. The ways in which parent or caregiver trust in the community youth music programme developed through these local networks, and the ways in which the community youth music programme may have expanded social networks for families emerged as themes for further examination.

TEACHER'S MUSIC ACTIVITIES IN THE CLASSROOM AS A PREREQUISITE FOR IMPROVEMENT OF MUSIC EDUCATION

The relevance of the research is realized through the search for the music teacher’s activities that help to improve the process of music education while fostering the learner’s aesthetic and meaningful relationship to music. The object of the research is a music teacher’s activity of teaching music in general education school. The aim of the research is to analyse the improvement opportunities of a music teacher’s activity during music lessons in seventh-eighth grades in general education schools. The methods of the research include the analysis of scientific literature and documents of education; semi-structured interviews with music teachers; a written survey; quantitative and qualitative data analysis. According to the collected data, a variety of musical activities helps to develop learners’ inborn musical abilities, provide a favourable learning environment with an opportunity to develop the learners’ musicianship and presuppose their transferable skills. In this context, teachers’ active and creative musical involvement helps the learner to experience more positive emotions. Such a personal involvement and cooperation serve as a major condition for the improvement of the teachers’ musical activity. An inappropriate choice of the activities can lead to dissatisfaction and be the main reason for failure. The teachers’ participation in musical activities could encompass a number of music modes, which could create a more attractive and productive activity in the lesson: a teacher – a performer – a listener – a facilitator – a leader.

Developing mindfulness in children through participation in music activities

The vast majority of young South African children grow up in socially- and economicallychallenging settings. These impeding conditions hamper their intellectual growth and affect their physical, mental, emotional and spiritual well-being. Increasingly, mindfulness is being recognised as a means to enhance holistic well-being of children. Likewise, music is widely acknowledged for its potential contribution to the holistic development of children. In this article, we reflect on a non-formal music programme, implemented on a weekly basis over a period of 10 months, at an aftercare facility in an impoverished township area in South Africa. Our aim was to develop, through the children’s active participation in music activities, some aspects of mindfulness. Data were generated through personal observations, field notes and semi-structured interviews. Two salient themes emerged, namely, enhanced awareness of self and others, and improved listening and attention skills. These are key aspects of mindfulness. We subsequently argue that aspects of mindfulness in young children can be developed through focused activities centred on music and sound.

Musical Activity and Well-being

A relationship between participation in musical activity and well-being has frequently been observed in recent research reports. Of these, some propose various well-being-related correlates of musical participation, but the varying samples and foci leave researchers without a reasoned appraisal of these correlates or a data-driven categorization of them. To address this lacuna, the current research reviewed of existing literature, identifying 562 benefits of well-being benefits perceived to be associated with musical participation. These items were used as the basis for developing a new quantitative measure to evaluate the perceived benefits of well-being arising from music participation. Principal axis factor analysis of data using this new, 36-item measure identified five discrete dimensions: mood and coping, esteem and worth, socialization, cognition, and self-actualization. The development of this well-being measure addresses a gap in the research and provides a tool for future research concerning musical participation.

Exploring Musical Activities and Their Relationship to Emotional Well-Being in Elderly People across Europe: A Study Protocol.

Music is a powerful, pleasurable stimulus that can induce positive feelings and can therefore be used for emotional self-regulation. Musical activities such as listening to music, playing an instrument, singing or dancing are also an important source for social contact, promoting interaction and the sense of belonging with others. Recent evidence has suggested that after retirement, other functions of music, such as self-conceptual processing related to autobiographical memories, become more salient. However, few studies have addressed the meaningfulness of music in the elderly. This study aims to investigate elderly people’s habits and preferences related to music, study the role music plays in their everyday life, and explore the relationship between musical activities and emotional well-being across different countries of Europe. A survey will be administered to elderly people over the age of 65 from five different European countries (Bosnia and Herzegovina, Czechia, Germany, Ireland, and UK) and to a control group. Participants in both groups will be asked about basic sociodemographic information, habits and preferences in their participation in musical activities and emotional well-being. Overall, the aim of this study is to gain a deeper understanding of the role of music in the elderly from a psychological perspective. This advanced knowledge could help to develop therapeutic applications, such as musical recreational programs for healthy older people or elderly in residential care, which are better able to meet their emotional and social needs.