Dropping in and dropping out: experiences of sustaining and ceasing amateur participation in classical music
Open accessAbstract
The benefits of lifelong musical participation have been repeatedly demonstrated through research and anecdote, and yet the challenging question of why more people are not engaged in these activities is rarely addressed. This project used interviews with eighteen current and past amateur ensemble members to explore themes of social acceptance, musical satisfaction and confidence, and to consider how personal determination and circumstances affect adults’ continuation of musical activities in the face of competing demands. By understanding how musical participation is viewed by those who no longer engage, or who have had long gaps in their engagement, the research aimed to reconsider the challenges of sustaining participation, and the perceived long-term effects of musical learning and experience. Conclusions are drawn about the role of music education in laying foundations for lifelong participation, and the benefits of providing all children with experience and understanding of making music.
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Those who lapse in singing sometimes do so because of an unwelcoming environment or relational friction.
“and those who lapse in singing sometimes do so because of an unwelcoming environment or relational friction (Kreutz & Brünger 2012;cf. Pitts & Robinson 2016).”
From ‘I don’t care who joins my choir’: Investigating attitudes to diversity and inclusivity in lower- and upper-voice choirs in the United Kingdom (2025) · cites this paper as Pitts & Robinson 2016
In “Confidence and acceptance: social and musical fit” (page unavailable), the paper says that members’ friendliness could affect whether musicians remained in an ensemble, and describes a lapsed wind-band player who found its social setting difficult. That supports the comparison signalled by “cf.”, but the account concerns instrumental ensembles, not lapses in singing, and does not identify relational friction as a reason for leaving. (LLM, conf=0.84)
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Research works printed but not linked: 19
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MacGregor, E. H., & Pitts, S. E. (2025) · International Journal of Community Music · doi:10.1386/ijcm_00119_1 · Cited by 2 · see citing works
Self-citation
- Authors
- Pitts, S. E., & Robinson, K.
- Affiliations
- University of Sheffield (GB)
- ORCID
- Pitts, Stephanie E.
- Venue
- British Journal of Music Education
- Publisher
- Cambridge University Press (CUP)
- Published
- 2016-06-20
- Volume
- 33
- Issue
- 3
- Pages
- 327-346
- ISSN
- 0265-0517 (ISSN-L)
- 1469-2104
- OpenAlex
- W2472080190
- Cited by
- 85
- References
- 0
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 3 · 2023: 4 · 2022: 38 · 2021: 19 · 2020: 5 · 2019: 4 · 2018: 2 · 2017: 1
- FWCI
- 42.80
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- British Journal of Music Education (publishedVersion, cc-by)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
- Funders
- University of Sheffield
- Scheme for Promotion of Academic and Research Collaboration
- Arts and Humanities Research Council (AH/L005476/1)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Education › Music Education and Analysis
- Social Sciences › Arts and Humanities › Music › Music History and Culture
- Keywords
- social acceptance, self-confidence, music education
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