About

Dr. Lisa J. Lehmberg is a Professor of Music Education at the University of Massachusetts Amherst (UMass). She holds a Ph.D. in music education, along with bachelor’s and master’s degrees in piano performance. Her extensive experience includes serving as a PreK-12 school music specialist and being certified in the Orff Schulwerk approach. At UMass, her teaching specialties encompass graduate courses in music education research, music and lifelong learning, and global perspectives on music education, as well as undergraduate courses in elementary general music methods and practicum (student teaching) seminar. Her research primarily focuses on older adult music participation and quality of life. She has co-authored a book titled "Music, Senior Centers, and Quality of Life" (2023) and has published other works related to music participation and aging. Dr. Lehmberg serves on the editorial boards of the International Journal of Music Education and the Journal of the Association for Technology in Music Instruction. She has also contributed to various professional conferences and serves in leadership roles related to music education research and practice.

Research topics

• Sociology
• Psychology
• Art
• Computer Science
• Visual arts
• Political Science
• Information Retrieval
• Epistemology
• Mathematics
• Psychotherapist
• Mathematics education
• Philosophy
• Multimedia
• Law

Selected publications

• Reimagining Music for Older Adults: Fresh Ideas and Bold Possibilities

  Innovation in Aging · 2025-12-01

  articleOpen access1st authorCorresponding

  Abstract In this interdisciplinary symposium, attendees are invited to “think outside the box” as new avenues regarding the role of music in older adult well-being and quality of life are explored via four interconnected research presentations spanning philosophy, education, social science, and health. The first presentation establishes a theoretical foundation through classic Daoist and Confucian perspectives, offering philosophical analyses into music’s capacity to foster harmony, balance, and societal well-being. Building on this, the second presentation shares empirical research findings on intergenerational music-making as a means to counteract ageism, strengthen social bonds, and support lifelong music participation, with implications for multigenerational collaboration within school music programs. The third presentation extends the theme of social connection by introducing research on the use of silent disco headphones in long-term care settings, demonstrating their potential to cultivate immersive, shared musical experiences that enhance joy and engagement. Shifting toward a clinical lens, the final presentation explores group drumming as a non-pharmacological intervention to support well-being, inclusion, and participation among older adults with intellectual and developmental disabilities. A concluding discussion synthesizes these findings, highlighting key intersections and inviting attendees to contribute insights on reimagining music’s role in aging. Attendees are encouraged to take the ideas and insights from this symposium back to their own context and reimagine new possibilities in using music to promote the well-being of older adults and the broader community.

  PublisherOA PDFDOI

• Counteracting Ageism and Fostering Lifelong Engagement via Multi-Generational School Music Opportunities

  Innovation in Aging · 2025-12-01

  articleOpen access1st authorCorresponding

  Abstract Research has consistently shown that ageism—a socially constructed form of discrimination—negatively impacts the self-esteem and overall well-being of older adults worldwide, including in the United States. However, participation in musical activities has been shown to counteract these effects by enhancing self-esteem, fostering social belonging, and instilling a sense of purpose in older adults. While these benefits are well-documented, a critical question remains: How can younger individuals be encouraged to experience the benefits of music participation as they age? Through the lens of the strategies to reduce ageism shared in the World Health Organization’s Global Report on Ageism (2021), this presentation synthesizes research findings related to integrating older adults in U.S. school music settings, highlighting approaches for (a) fostering meaningful music connections between older adults and school music students, and (b) cultivating an early mindset of “lifelong musician in training.” In particular, multi-generational school music activities are recommended as potentially valuable opportunities to promote lifelong musical participation while challenging age-related stereotypes and enhancing the well-being of older adults.

  PublisherOA PDFDOI

• Older Adults’ Perspectives on Music

  Cambridge University Press eBooks · 2023-02-23

  book-chapter1st authorCorresponding

  The authors home in further in this chapter to examine how music played a part in the lives of older adult clients of six senior centers. Interviewees’ colorful words and stories combine with the authors’ recollections of their visits to weave a figurative tapestry of senior center clients’ musical histories and music participation, both within and outside senior centers. A brief foray is also made into the musical backgrounds of center activity leaders. All of this information sets the stage for an exploration of these adults’ motivations for engaging in music and the barriers some encountered along the way. The chapter ends with a brief synthesis of the role of music participation in interviewees’ quality of life.

  PublisherDOI

• Detailed Description of the Study

  2023-02-23

  other1st authorCorresponding

  A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

  PublisherDOI

• Lifelong Music Participation and New Considerations

  Cambridge University Press eBooks · 2023-02-23

  book-chapter1st authorCorresponding

  This concluding chapter brings all prior chapters together in offering considerations for diverse older adults and their service providers, including center managers, policy makers, adult and music educators, and activity leaders. The authors also draw implications for researchers in a wide range of fields and advocate for an interdisciplinary approach and cross-disciplinary collaborations in further studies in the field.

  PublisherDOI

• Music across Six Senior Centers

  Cambridge University Press eBooks · 2023-02-23

  book-chapter1st authorCorresponding

  This chapter brings a deeper dive into the types of musical activities found in six senior centers. Music-related activities fell into four categories: (a) passive listening to music, (b) active listening to music, (c) purposeful or deliberate movement to music, and (d) music-making. Descriptions of each type of activity are illustrated with the words of those who participated in them or led them, as well as senior center managers and staff. Musical activities included concert, German, polka, and jazz bands; ukulele and guitar groups; a harmonica club; choirs and choruses; and karaoke groups. The chapter closes with insights drawn from this close-range view of music in senior centers, organized under the emergent themes of (a) active and welcoming, (b) variety and choice, (c) prevalence, (d) musical development, (e) enjoyment, and (f) connection.

  PublisherDOI

• MUSIC AND QUALITY OF LIFE IN OLDER ADULTS

  Innovation in Aging · 2023-12-01

  articleOpen access1st authorCorresponding

  Abstract Research studies have indicated that music is an important contributor to older adults’ quality of life. In this segment, the presenter will share overarching observations from their original research and the literature regarding music making, listening, creating, and activities involving movement to music in relation to facets of quality of life, such as identity, social connections, enjoyment, and self-understanding and expression. These studies were done in a range of contexts (e.g., retirement communities and senior centers), formats (small and large groups, participatory and presentational), and groups that engage in different musical styles (e.g., classical and vernacular). Music has been shown to be critical to the quality of life of those who participate. However, additional research is needed with diverse populations, including those who are homebound, homeless, in supervised care (e.g., assisted living, nursing homes, or hospice care), as well as older adults of varying ages and national origin.

  PublisherDOI

• List of Musical Activities from Senior Center Managers’ Responses to the Survey

  2023-02-23

  other1st authorCorresponding

  A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

  PublisherDOI

• Center Management Survey

  2023-02-23

  other1st authorCorresponding

  A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

  PublisherDOI

• State of Music in US Senior Centers

  Cambridge University Press eBooks · 2023-02-23

  book-chapter1st authorCorresponding

  Drawing from a wide range of literature, most notably from aging studies and gerontology, this chapter begins with the historical background, nature, and functions of senior centers in the United States, followed by a focus on the characteristics of center clients and their level of involvement. Based on the literature, this chapter includes the benefits of using the centers and the challenges drawn from both the perspectives of center management and clients, followed by a discussion of various types of musical activities offered in senior centers, including instrumental, choral/singing, and music learning and creative activities. Activities offered solely for older adults and those that are intergenerational are highlighted. A range of musical activities that are aimed at older adults’ wellness is recognized. Given the scope of the existing literature, gaps and questions are raised, leading to the studies presented in the following chapters.

  PublisherDOI

Frequent coauthors

• C. Victor Fung

  University of South Florida

  13 shared

• C. Victor Fung

  University of South Florida

  6 shared

• C. Victor Fung

  University of South Florida

  4 shared

• C. Victor Fung

  2 shared

• C. Victor Fung

  2 shared

• Patrick K. Cooper

  Florida International University

  2 shared

• Zekeriya Kaptan

  Sivas Cumhuriyet Üniversitesi

  1 shared

• C. Victor Fung

  1 shared