Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy
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Author(s)
Coutts, Leah
Griffith University Author(s)
Year published
2019
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Show full item recordAbstract
As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. Self-direction is an oft-cited requirement of adult learning, but one that is often absent from piano studios. This practitioner-based research investigates the role of the teacher in fostering and supporting self-direction, empowering adult piano students to take ownership of their learning. It offers pedagogical insights into the author’s experiences within her own piano studio and details the practical application of theories and strategies offered within the fields ...
View more >As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. Self-direction is an oft-cited requirement of adult learning, but one that is often absent from piano studios. This practitioner-based research investigates the role of the teacher in fostering and supporting self-direction, empowering adult piano students to take ownership of their learning. It offers pedagogical insights into the author’s experiences within her own piano studio and details the practical application of theories and strategies offered within the fields of piano pedagogy and adult learning. This study finds that fostering self-direction is more complex than offering the balance between guidance and freedom that some experts suggest. It also requires strong student–teacher rapport, supporting and building students’ self-efficacy and being willing to set aside expectations. This was made possible by implementing transformative pedagogical strategies, such as effective questioning, collaborative discussions and adapting the structure of lessons. While the author’s journey is uniquely her own, the approaches used to engage adult students with their learning, and the use of reflective practice as professional development, may be of interest to other studio instrumental teachers.
View less >
View more >As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. Self-direction is an oft-cited requirement of adult learning, but one that is often absent from piano studios. This practitioner-based research investigates the role of the teacher in fostering and supporting self-direction, empowering adult piano students to take ownership of their learning. It offers pedagogical insights into the author’s experiences within her own piano studio and details the practical application of theories and strategies offered within the fields of piano pedagogy and adult learning. This study finds that fostering self-direction is more complex than offering the balance between guidance and freedom that some experts suggest. It also requires strong student–teacher rapport, supporting and building students’ self-efficacy and being willing to set aside expectations. This was made possible by implementing transformative pedagogical strategies, such as effective questioning, collaborative discussions and adapting the structure of lessons. While the author’s journey is uniquely her own, the approaches used to engage adult students with their learning, and the use of reflective practice as professional development, may be of interest to other studio instrumental teachers.
View less >
Journal Title
International Journal of Music Education
Copyright Statement
Coutts, L., Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy, International Journal of Music Education, 2019. Copyright 2019 The Authors. Reprinted by permission of SAGE Publications.
Note
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Subject
Curriculum and pedagogy
Specialist studies in education