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Among 31 participants, performing, attending rehearsals, inclusion in group emails, receiving written and verbal recognition, and participating in ensemble-related social media supported belonging. 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Harrington The University of Southern Mississippi  \nAspects of Ensemble Participation and Feelings of Belonging Among New Horizons Members  \nThe purpose of this study was to determine what routine aspects of ensemble participation, if any, activated New Horizons members’ feelings of belonging  . Members of two New Horizons ensembles responded to an anonymous-online questionnaire in which they indicated the degree with which they agreed with statements that linked specific aspects of ensemble participation with their feelings of belonging  . Participants’(N = 31) responses indicated that playing in performances, attending rehearsals, being included in group emails, receiving written and verbal recognition, and participating in ensemble-related social media activated their feelings of belonging  . Exclusion from group emails and lack of recognition were most frequently reported as negatively affecting participants’ feelings of belonging  . Handling these routine aspects of ensemble participation with care and attention may provide opportunities to support New Horizons members’ feelings of belonging  .  \nRecommendations for supporting feelings of belonging are discussed  .  \nKeywords: adult music education, community music, New Horizons, belongingness  \nIntroduction  \nForming and maintaining positive social relationships has been recognized asan essential component of mental health. In particular, researchers have identified the need to belong as a compelling, fundamental, and prevalent motivator of human behaviors (Baumeister & Leary, 1995). The presence or absence of this typeof social connectedness has been linked to multiple quality of life factors. Individuals who experienced feelings of belonging indicated that they felt decreases in negative moods (Began & Turner-Cobb, 2015), higher self-esteem (Leary & Baumeister, 2000), and reported fewer symptoms of poor physical health (Hale et al., 2005). Conversely, the absence of feelings of belonging has been linked to lower self-esteem (Leary & Downs, 1995), loneliness, alienation, and hopelessness (Hagerty et al., 1992) .  \nContributions to Music Education  \nPeople of a wide variety of ages have reported negative experiences associated with absent or thwarted feelings of belongingness. Older adults appear to be particularly susceptible to feelings of social isolation and loneliness resulting from a lack of belonging (Dury, 2014). One reason for this increased vulnerability maybe related to changes in their daily lives. Individuals who have entered older adulthood may experience the departure of adult children from the home, the death of a spouse, and the onset of retirement (Lipman et al., 1995) . As older adults experienced these changes, they may also experience declines in their interpersonal relationships, societal roles, and perceived social status (Segal et al., 2011) .  \nCornwell, Laumann, and Schumm (2008) reported an inverse relationship between increases in the age of older Americans and the size of their social networks. Those researchers also reported that, when compared with younger adults, older Americans were more likely to socialize with neighbors, participate in religious communities, and volunteer. Those findings indicate that older adults who experience major life changes seek opportunities to experience social connectedness. Additional research has shown that older adults can experience beneficial social connections and feelings of belonging through participation in church congregations (Krause & Wulff, 2005), socializing with friends and family (Rajultonet al. 2007), and through participation in social activities (Dare et al., 2018) .  \nOlder adults have also found opportunities to develop a sense of belonging and community through participation in group music-making. Pike (2011) observed the musical efforts and experiences of older adults who participated in a MIDI piano ensemble over a six","cbCaipkjW17lrFQ4","https://ap.wps.com/l/cbCaipkjW17lrFQ4","pdf",189218,16,"English","# Introduction\n## Background: Need to belong and quality of life\n## Belongingness in older adults and social isolation\n## Group music-making and community orchestras\n## Link to self-esteem and the role of director support\n## Rationale for examining New Horizons member-director interactions","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To determine which routine aspects of ensemble participation, if any, activated New Horizons members’ feelings of belonging.\"},{\"question\":\"How were participants’ feelings of belonging measured?\",\"answer\":\"Two New Horizons ensembles’ members responded to an anonymous online questionnaire indicating the degree of agreement with statements connecting participation aspects to belonging.\"},{\"question\":\"Which participation factors most supported belonging?\",\"answer\":\"Playing in performances, attending rehearsals, being included in group emails, receiving written and verbal recognition, and participating in ensemble-related social media activated feelings of belonging.\"}]","Aspects of Ensemble Participation and Feelings of Belonging Among New Horizons Members | PDF",1792089969]