There has been a gradual increase in the body of literature regarding seniors’ musical preferences, learning approaches, development, and creativity. This literature dispels existing myths that perceive older people as a homogeneous group, characterized by decrepitude and diminishing capacity, and with a passive contribution to society. A phenomenographic approach has been taken in this article to explore the different ways that 11 participants experienced creative music sessions delivered by the Connect Programme of the Guildhall School of Music & Drama, London, UK, as part of the Music for Life Project. The analysis revealed five distinct categories of engagement. Two of these categories of engagement are described in detail and demonstrate how music learners in late Fourth Age can achieve in music given sufficient opportunity, motivation, and support from the music facilitators and their environment. The article concludes with some practical suggestions for music facilitators who wish to lead musical activities with seniors.
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