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ABSTRACT As viewed through the theoretical frameworks of Lave and Wenger’s situated learning, leisure theory, and quality-of-life theory, the purpose of this study was to examine the characteristics, attitudes and perceptions of adult community band musicians (N = 275) in nine randomly selected ensembles in order to glean insights into how music education might facilitate (a) more meaningful connections between school and community, and (b) greater lifespan engagement with participatory music making. The “typical” survey respondent was over 45, physically healthy, white, nonsmoker, nondrinker, churchgoer, well-educated, upper-middle class, married with children, active in the community, studied piano and sung in a choir at some point, learned their instrument in school, enjoyed classical music, and chose to play in the band for both musical and social reasons. Significant differences between those who learned to play their instrument in school and those who did not were minimal. Implications for music educators concerned about the “car-ryover” of school music to music making later in life are discussed. The contrast between the world of school music and actual musical conditions in the world outside is startling. (Gordon, Zanzig, & Tilton, 1933, p. 17)
A 2014 study studied this question.