Abstract:

The study investigates the significance of formal, informal and non-formal music learning through the attitudes and perspectives of 34 people (12 young people; 11 people belonging to the middle generation; and 11 people belonging to the older generation). In-depth semi-structured interviews were conducted in Latvia with the representatives of three (in exceptional cases – two) generations from 10 families in the period from September 2019 until January 2020. Families represent geographical differences, various degrees of openness to inter-group communication, and heterogeneous socio-demographic variability.

The case study demonstrates that formal and informal educational and cultural institutions, including music and art schools, interest clubs, youth organisations a. o. are integral cultural and social networking centres of Latvia, assisting families to improve the level of young people’s cultural education, develop and perfect their talents, and express their creativity. They offer alternative opportunities for leisure thereby reducing the adverse effects of the surrounding environment and the variability of young people’s objectives.

Participation in group musical interactions (choirs, ensembles, folk groups, music making in a family etc.) and performance yield emotional, social, behavioural, and cognitive benefits therefore families support their children’s music learning as a tool of youth (human) development. The majority of the interviewed young people, irrespective of the socio-economic status of their families, have attended and graduated from music schools, play a musical instrument, or have actively participated in some cultural activities (including music competitions, concerts, folklore and religious festivals, Song and Dance Festivals) to complement their general education. Being an element of a totality of creations of a community, a constituent of the “traditional culture”, and a value handed down from generation to generation, music is also perceived in the context of national and cultural identity; it is closely linked to the preservation of national cultural inheritance via music engagement in formal (schools), intergenerational informal (families) and non-formal (amateur groups) contexts. Independent of the context, music is perceived as a tool of the human development that strengthens young people’s sense of belonging and togetherness. Their engagement with music collectively with peers and representatives of different generations broadens their world outlook, shapes them as cultured persons, develops their soft skills, and ensures preservation of ancestors’ traditions and values.

Acknowledgement:
This article is based on research which has been conducted within a framework of the international project "Cultural Heritage and Identities of Europe's Future" (CHIEF), funded from the European Union's Horizon 2020 Research and Innovation programme under Grant Agreement No 770464.

Keywords:

Intergenerational, youth, music education, formal learning, informal learning, attitudes, perspective, cultured person.