Perspectives on Music and Quality of Life in Older AdulthoodIntroduction. Aging and music are complex and ever-evolving verities in the lives of humans around the globe. Research has strongly shown that for those who are fortunate to achieve older adulthood, active musical involvement and connection through music can enhance quality of life. In this panel presentation, five university music educators come together in a multifaceted exploration of the role of music as it relates to and supports older adults. Fresh ideas and new perspectives for music education are shared from original research via the lenses of philosophy, personal identity, disability, somatic education, and lifelong learning. Reflecting the conference theme of “Unity in Music Education: Building Bridges for All,” panel members collectively demonstrate that musical involvement can benefit the wellbeing of older adults and bring connection regardless of age, context, culture, or personal characteristics.Presentation 1. Drawing from Confucian and Daoist philosophical sources, aging is presented as a natural phenomenon. Proactive engagement in music through appreciation, care, and enjoyment (ACE) in reciprocal relationships is a congenial avenue in support of quality of life. Appreciation refers to older adult’s appreciation of others and others’ appreciation of the older adults. Care includes self-care-and-cultivation and the care and cultivation of others. Enjoyment is the overarching idea of happiness, satisfaction, and quality of life for the self and others. Presenter 1 proposes that this ACE framework could be guiding principles embedded in music education and the broader education, promoting a higher quality of life for everyone.Presentation 2. Older adults experience several major life changes, such as retirement, health challenges, and shifting social roles. These transitions can reshape an individual’s identity— defined as their understanding and reflexive construction of the various personal, social, and cultural aspects of the self. The global growth of older adult populations and ensuing demand for meaningful musical opportunities carry implications for identity, development of those identities, and resultant actions and influences. Responsively, Presenter 2 synthesizes literature on identity and music participation of older adults, drawing on Erikson’s Theory of Identity Development, music’s roles in shaping older adults’ identities, and modes of musical engagement such as performance, listening, and songwriting. Implications for music educators working with older adults are considered, alongside directions for future research.Presentation 3. As our population ages, most people experience disability either temporarily or permanently, due to age-related changes in functioning or other health conditions. Some individuals age with a previously acquired disability, known as aging with disability, and others acquire a disability as they age, referred to as disability with aging. One of the main barriers to older adult participation in leisure activities like music is ableism, the belief that people without disability have more value than people with disability. In this portion of the panel, Presenter 3 unpacks the role of disability in the life of older adults and the ways in which ableism impacts their music participation. Suggestions are offered on changes music education organizations can make to be more inclusive of individuals with disabilities. Presentation 4. Older adult musicians may face challenges overcoming limiting habits and maintaining musical performance skill as they age. Learning to replace inefficient habits with more efficient ones may result in a renewed sense of vitality and greater ease in music-making. In this segment, Presenter 4 introduces the Feldenkrais Method (FM) as a pedagogical model to enhance practice and performance for older adult musicians. The FM is an experiential learning process that uses guided movement and sensory perception to improve awareness and function by rewiring the brain, commonly referred to as neuroplasticity. Discussed are the principles of the FM in relation to experiential learning, neurodifferentiation, contemporary research, and practical applications that can help to empower older adult musicians with new awareness and understanding of how they learn, keeping them active in music.Presentation 5: While the advantages of music participation are clear, a lack of clarity exists in the field of music education regarding how to equip younger individuals to experience the benefits of lifelong music participation as they age. In the final panel segment, Presenter 5 offers intergenerational music-making as a unique conduit for promoting lifelong music learning and participation. Via the lens of the World Health Organization’s recommendations for achieving connection by bringing generations together, the presenter draws upon scholarly literature from the fields of music education and lifelong learning to examine the benefits and challenges of intergenerational music making within school and community settings. Also explored are music teaching and learning strategies to develop a new mindset of lifelong music participant in preparation.The panel presentations, 15 minutes each (75 minutes total), will be followed by 15 minutes for questions and discussion.