An exploration of the impact of formal and non-formal teaching and learning approaches on piano students’ musical knowledge, skills, engagement and motivation: a longitudinal action research study

Abstract

Traditional approaches to piano pedagogy tend to be dominated by Western Classical Music practices where musical literacy and technical skills take precedence over aural skills. This can lead to fragmented musical understanding and a lack of motivation and independence on the part of the learner. This research sought to investigate alternative pedagogical approaches in the one-to-one piano lesson, vis-à-vis the inclusion of formal and non-formal teaching and learning practices, and examine the potential impact on students' musical knowledge, skills, engagement, and motivation. A qualitative approach underpinned this study, employing action research methodology and semi-structured interviews with six piano students aged between 8 and 18 years old, over a three-year period, in addition to semi-structured interviews with parents. Guided by numerous significant theories, primarily within the fields of education and motivation psychology, namely Deci and Ryan’s self-determination theory and Bruner’s Scaffolding of Learning Theory and Discovery Learning, Green's (2014) Hear, Listen, Play! Strategy and Harris' (2015) Simultaneous Learning approach were adapted by the researcher for this study. Each strategy was analysed individually and comparatively with the traditional, formal approaches predominantly employed to teach piano.

Three cycles of action research were conducted with the six participants over three years, using a combination of non-formal and formal pedagogical approaches, which evolved throughout the study. The implementation and analysis of these approaches was an iterative process whereby the approaches and any changes in students' musical development and learning experience were documented through audio and video files, interviews, a teacher reflective journal; thus, the findings from each cycle informed the next. The development and creation of multimedia resources by the researcher complemented the pedagogical approaches that were implemented over the three-year period.

Key findings from the three cycles of action research and student and parent interviews are summarised thus: (1) formal and non-formal approaches can complement one another and enhance student’s musical development, skill attainment, and independence; (2) formal and non-formal approaches can develop student motivation, engagement and autonomy; and (3) when implemented in a structured, scaffolded way, these innovative approaches can create an optimal learning environment for both piano students and teachers. The thesis offers an original contribution to the field by providing a sound evidence-base for the following recommendations for practice: the inclusion of non-formal pedagogical approaches in the one-to-one piano lesson, and structured, autonomy- and competence-supportive teaching practices that can foster independence and well-internalised motivation to learn. Moreover, the thesis demonstrates that a combination of pedagogical approaches can enable lifelong, independent learning and engagement in music-making.