Globally, society is faced with an aging population and there is an increasing interest in active aging. This involves all facets of social participation and recognizes the potential contribution older people can make to their communities. This study considers music as a way for older people to engage actively with their communities and both give and receive considerable positive benefits. This single case study focuses on a small choir, the Happy Wanderers, formed by a group of older people to perform to residents in care facilities and to sufferers of dementia. The group has a well-established and busy performance schedule. Participation in the group enhances the lives of the members as well as those of their audiences. Several significant themes emerged in this discussion of community music engagement: gaining a sense of purpose and fulfilment; maintaining relationships; and personal growth.

In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.

In Australia and in many parts of the world, older people participate in line dancing. Our phenomenological study explored whether attending a regular line dancing class might offer a group of older people opportunities for active and successful ageing. Our research investigated the meanings and practices fostered in a community line dancing class in Melbourne. We gathered data via an interview with the teacher of the group, observation of a class and two focus group interviews with 25 members. Data were analysed using Interpretative Phenomenological Analysis that is reported thematically under headings of: Belief in the efficacy of line dancing, Physical and emotional benefits, YouTube clips as instructional reinforcement and promotion, and Socialising. The findings show that participation in the class offered older student’s opportunities for dance and music engagement, active and successful ageing, health and well-being, social connection and purposeful leisure. The teacher of the class modelled serious and successful leisure and advocates for dance as holistic training for older people. We position our participants on a continuum of leisure engagement that ranges from the casual to the serious. Further research is required to support arguments for the efficacy of dance as a leisure pursuit for older adults.

The international University of the Third Age (U3A) embodies the principles of lifelong learning and personal fulfilment amongst members. The research reported in this article focused on the Choir of the U3A Hawthorn, Melbourne, Australia and the benefits perceived by members undertaking this active music engagement in non-competitive choral singing. This small-scale phenomenological qualitative case study is part of a wider study of active arts engagement by older people that began in 2008. This study was undertaken in 2013 and revealed that participants decided to join the group for a range of factors including a positive attitude to singing, convenience and a desire for social connectedness. Those interviewed considered ongoing choir membership an effective use of leisure time that also provided opportunities for shared learning and personal validation. The data were analysed using Interpretative Phenomenological Analysis (IPA) and are reported under two themes: music engagement and social connections. Membership of the Hawthorn U3A choir provided participants opportunities for friendship, companionship, happiness, a sense of belonging and acceptance.

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005–2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to ‘opening the doors to multiculturalism and cultural understanding’. Pre-service teacher education courses should reflect the changing societies in which they are situated.