ABSTRACT
This chapter explores considerations for facilitating private instrumental or vocal lessons of second-age adults. While the beginning and ending of the second age of adulthood are not fixed ages, this “age” encompasses those who are in emerging, young and mid-adulthood. Helping adults in the second age, who may believe that they have time for everything, to negotiate prioritizing music study may be an important component of creating learning plans and of the music learning facilitation process. Carli is a 25-year-old computer programmer who played flute in her middle and high school bands. Since Carli participated in band only before college, the private lesson experience is new to her. Jon is a 45-year-old male who enjoys singing around the house but has never participated in formal music lessons or choral ensembles. He began study with Brian, a teacher recommended by some friends, and works on music reading, technique, vocalises and beginning classical repertoire during lessons.
