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  • Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy

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    Coutts227529.pdf (431.6Kb)
    Author(s)
    Coutts, Leah
    Griffith University Author(s)
    Coutts, Leah M.
    Year published
    2019
    Metadata
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    Abstract
    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 ...
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    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.
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    Journal Title
    International Journal of Music Education
    DOI
    https://doi.org/10.1177/0255761418810287
    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
    Performing Arts and Creative Writing
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/386208
    Collection
    • Journal articles

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