Annika Stegger

Musikpädagogik trifft Musikgeragogik: Intergenerative Begegnungen im Musiktheaterprojekt Hänsel und Gretel

Introduction

Musikpädagogik trifft musikgeragogik: intergenerative begegnungen im musiktheaterprojekt hänsel und gretel. Entdecken Sie, wie intergenerative Musiktheaterprojekte wie 'Hänsel und Gretel' Dialoge zwischen Jung und Alt fördern, kulturelle Teilhabe ermöglichen und Bindungen stärken.

Abstract

Intergenerative Musiktheaterprojekte fördern den Dialog zwischen Jung und Alt und ermöglichen kulturelle Teilhabe. Am Beispiel des Projekts KidS: Hänsel und Gretel wird aufgezeigt, wie Kinder und Senior*innen gemeinsam Musiktheater erarbeiten, biografische Erinnerungen aktivieren und generationsübergreifende Bindungen gestärkt werden. Intergenerational music theatre projects promote dialogue between young and old and enable cultural participation. Using the example of the project KidS: Hänsel und Gretel, it is shown how children and seniors work together to create music theatre, activate biographical memories, and strengthen cross-generational bonds. Zitiervorschlag: Stegger, Annika: Musikpädagogik trifft Musikgeragogik: Intergenerative Begegnungen im Musiktheaterprojekt Hänsel und Gretel. In: Klangakt, Bd. 3, Nr. 2, 2025, DOI: 10.5282/klangakt/109

Review

The article "Musikpädagogik trifft Musikgeragogik: Intergenerative Begegnungen im Musiktheaterprojekt Hänsel und Gretel" presents a compelling exploration of the synergistic potential at the intersection of music pedagogy and music geragogy. The abstract effectively introduces a novel approach to fostering intergenerational dialogue and cultural participation through the medium of music theatre. By focusing on the "KidS: Hänsel und Gretel" project, the authors aim to demonstrate how collaborative artistic engagement between children and seniors can activate biographical memories and forge meaningful cross-generational connections. A significant strength of this proposed work lies in its practical application of theoretical concepts within a real-world project context. The use of a well-known narrative like *Hänsel und Gretel* is particularly astute, as it likely offers accessible entry points for participants across different age groups, facilitating shared understanding and emotional engagement. The emphasis on outcomes such as the activation of biographical memories and the strengthening of intergenerational bonds points to the article's potential to contribute substantially to fields interested in social cohesion, therapeutic arts, and lifelong learning. This interdisciplinary focus offers valuable insights into how artistic collaboration can serve as a powerful tool for community building and personal enrichment. While the abstract clearly outlines the project's aims and anticipated benefits, a full paper would significantly benefit from a detailed exposition of the methodological approaches employed to facilitate and evaluate these intergenerational encounters. Further elaboration on the specific pedagogical and geragogical strategies integrated into the project, as well as the mechanisms through which biographical memories are activated and bonds strengthened, would enhance its scholarly rigor. Discussion of the challenges encountered and solutions implemented during the project, alongside potential implications for broader implementation or policy, would also enrich the contribution. Nevertheless, this article promises to be a timely and valuable addition to the literature on intergenerational studies and applied music practices.

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